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Main Library
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Folly Beach Library
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Phone: (843) 588-2001
John L. Dart Library
9 a.m. - 6 p.m.
Phone: (843) 722-7550
St. Paul's/Hollywood Library
9 a.m. - 5 p.m.
Phone: (843) 889-3300
Mt. Pleasant Library
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Dorchester Road Library
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Edgar Allan Poe/Sullivan's Island Library
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John's Island Library
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Edisto Library
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Wando Mount Pleasant Library
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Otranto Road Library
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Hurd/St. Andrews Library
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Bees Ferry West Ashley Library
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Phone: (843) 884-9741
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Pre-Service Teachers' Self-Regulated Learning and Their Developing Concepts of SRL
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- Author(s): Buzza, Dawn; Allinotte, Trina
- Language:
English- Source:
Brock Education: A Journal of Educational Research and Practice. Fall 2013 23(1):58-76.- Publication Date:
2013- Document Type:
Journal Articles
Reports - Research- Subject Terms:
- Language:
- Additional Information
- Availability: Brock University Faculty of Educatino. 500 Glenridge Avenue, Saint Catharines, ON, L2S 3A1 Canada. Tel: 905-688-5550 ext. 3733; e-mail: [email protected]; Web site: http://brocked.ed.brocku.ca
- Peer Reviewed: Y
- Source: 19
- Education Level: Higher Education
Postsecondary Education - Subject Terms:
- Subject Terms:
- ISSN: 1183-1189
- Abstract: Self-regulated learners manage their thoughts, emotions, and behaviours, and their social and contextual environments to reach their learning goals. Research shows that student teachers can learn to teach in ways that promote students' development of SRL. It has also been shown that there is a relationship between teachers' own SRL and their ability to develop self-regulation in students. This study examined student teachers' developing concepts of SRL as they learned about this complex set of skills, behaviours, and beliefs through both coursework and field observations. This paper investigates the relationship between self-reported SRL of these teachers and their understanding of SRL behaviours and SRL-supportive teaching practices. Participants' self-reported learning strategy scores predicted their performance on an SRL classroom observation assignment while motivation scores were unrelated. These results contribute to our growing knowledge of how to support student teachers in their learning of teaching strategies that support the development of SRL.
- Abstract: As Provided
- Number of References: 27
- Publication Date: 2015
- Accession Number: EJ1057468
- Availability:
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