Pre-service Teachers' Self-Regulated Learning and their Developing Concepts of SRL

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 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.

Self-regulated learning strategies and achievement goals among preservice physical education teachers

“…Hashemyolia et al, 2014; Turan and Konan, 2012; Vrugt and Ourt, 2008). For instance, Buzza and Allinotte (2013) reported that Canadian teacher candidates majoring in education scored 4.82 on average on SRL strategies scales. Turan and Konan (2012) surveyed a group of fourth-year Turkish undergraduate students during their surgery internship.…”

Scaffolding student teachers' information‐seeking behaviours with a network‐based tutoring system

“…Teachers' SRL knowledge and skills allow them to promote their students' own SRL by externally regulating their cognition, behaviours, and motivation. This reciprocal relationship has been found to be critical to student learning (Buzza & Allinotte, ; Michalsky & Schechter, ; Peeters et al, ; Perry, Hutchinson, & Thauberger, ; Perry, Phillips, & Dowler, ; Perry, Phillips, & Hutchinson, ; Randi, ; Randi & Corno, ; Wolters & Pintrich, ). There is, therefore, a need for student teachers to receive training in SRL, not only for themselves as learners but also as teachers to support their students (Moos & Ringdal, ).…”

Konzeption einer überfachlichen Lernwerkstatt für Lehramtsstudierende zur Förderung des selbstregulierten Lernens

“…mit der Vermittlung von optimalen Zielorientierungen zusammenhängen. Verschiedene Studien zeigen jedoch, dass SRL-Strategien bislang auch an Schulen nur selten vermittelt werden (Buzza & Allinotte 2013). Dies liegt nicht unbedingt daran, dass den Lehrkräften die Motivation dazu fehlt -ganz im Gegenteil.…”