Pre-Service Teachers' Self-Regulated Learning and Their Developing Concepts of SRL

Item request has been placed! ×
Item request cannot be made. ×
loading   Processing Request
  • 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