摘要：The article outlines the importance of teachers’ conceptions regarding Self-Regulated learning. In the frame of a cognitive-constructive understanding of teachers’ professional development, their behaviour and actions are closely connected with their individual systems of beliefs, values and principles. In the theoretical part of the article, three models are outlined. Each model demonstrates how teachers’ conceptions influence the reflection, perception and actions of teachers. In the second part of the article, the empirical research is presented. In the research Slovenian language teachers from elementary (N=360) and grammar school (N=182) participated. The main aim of the research was to find out differences in teachers’ conceptions regarding regulated learning between groups of teachers according to the level of their professional development (F. Fuller). The level of professional development was determined according to the questions that teachers ask themselves during their work.
关键词：external regulation of learning; professional development; self-regulated learning; teachers’ conceptions
