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 SRLclassroom 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.

This study examines the role of pre-service teacher research in facilitating early and meaningful links between research and practice. Results from this mixed methods study show that pre-service teacher research is a promising method of early acculturation. However, despite a programme-wide emphasis on research as a mechanism for learning to teach and about education, challenges continue to exist. One notable contribution to the existing literature is the importance of principals taking a leadership role in school-based research.

The IMS Learning Design specification provides a potential means for capturing units of instruction in a machine-readable, consistent way. However, in order for the IMS Learning Design specification to be used widely by educators and instructional designers for whom it is intended, we will need effective ways for users to contribute to, access and adapt the repositories where reusable learning designs are collected and stored. This paper describes a project conducted to develop and test a prototype search model for learning design repositories. We argue for development of a controlled vocabulary to describe and label learning designs. In this way, designs can be accessed according to a variety of pedagogical, as well as topical criteria specific to the instructional purposes and perspectives of the user.

This article demonstrates and discusses a model to help instructors select appropriate designs from learning design repositories for courses they are developing. We describe the LearningMapR: A prototype pedagogical design tool being developed as a first step toward an IMS-LD-compliant authoring system. This tool's output is a Unit of Learning [UOL] containing storyboards, placeholders for content, and IMS-LD compliant templates and exemplars that are chosen from an illustrative set developed for the project. Based on collaborative work with the University of Oxford and using tools such as Reload as the base, we intend to create a 'teacher-friendly' tool for instructors to create UOLs.

We examined the effectiveness of a professional development school model of teacher education in Canada. Teacher education candidates responded positively to program features related to sustained participation and collaboration in school communities throughout the year. Their efficacy beliefs about developing professional knowledge were most strongly related to the school component of the program. This highlights the importance of careful selection and preparation of associate teachers where teacher candidates are placed in only one school.