Preservice and Inservice Teachers' Noticing of Explicit Instruction for Self-Regulated Learning Strategies

Abstract

Contemporary theories of learning and instruction as well as a large body of research have pinpointed the benefits of effective self-regulated learning (SRL) for students' academic achievements, yet research findings indicate that teachers' actual promotion of students' SRL strategies and students' actual use of such strategies are less common than expected. To extend the investigation of how and when teachers' expertise develops regarding SRL instruction practices in authentic classrooms, the current study compared preservice vs. inservice teachers' “noticing” of explicit SRL teaching behaviors in videotaped classroom vignettes. Preservice teachers in a university teacher training program (N = 296) and inservice elementary, junior high, and high school teachers (N = 305) were presented with six online video cases accompanied by questions about the videotaped teachers' instruction of SRL planning, monitoring, and evaluation strategies. The results suggested that, overall, both preservice and inservice teachers failed to notice the expert teachers' explicit SRL teaching. Furthermore, their noticing ability failed to increase over the career span, with growing teaching experience. Thus, targeted instruction is recommended during both preservice training and inservice development programs to promote all teachers' application of evidence-based explicit SRL teaching strategies.

The role of beliefs in teacher candidates' development of self‐regulated learning promoting practices

“…For TCs, new to the realm of teaching, SRLPPs are particularly demanding. New to the profession, many TCs struggle to recognize when their school mentors are implementing SRLPPs (Michalsky, 2021), thereby hindering their abilities to see the utility of SRLPPs and connect SRLPPs to their most immediate concerns (e.g., classroom management and planning lessons; Brenner, 2020c; Fuller & Bown, 1975; Kyriacou & Stephens, 1999). Furthermore, TCs may be placed in classroom and school contexts where they have limited exposure to models (i.e., school‐based mentor teachers) who are effectively applying SRLPPs.…”

Metacognitive scaffolding for preservice teachers’ self-regulated design of higher order thinking tasks

“…However, many of the recommended HOT-teaching strategies are not yet being consistently implemented in real-time science classroom practice, despite these reforms' widespread incorporation into teachers' preservice courses and expert teacher development programs [ 5 , 6 ]. Indeed, the planning and application of HOT-promoting teaching tasks for pupils challenge even the most expert teachers [ [7] , [8] , [9] ].…”

“…Thus, SRL capabilities may be important for teachers to successfully integrate HOT-PCK into their everyday practice. Yet, research shows that teachers do not always acquire SRL spontaneously [ 6 , [14] , [15] , [16] ], suggesting the need for explicit professional development (PD) opportunities to practice greater control over their own learning and teaching [ [17] , [18] , [19] ].…”

“…More specifically, the current study tested a PD program that explicitly promoted not only PSTs' own deep comprehension of HOT-based learning tasks, but also their capacity to systematically design such tasks for their secondary school pupils – namely, altogether, their pedagogical content knowledge needed for the HOT development (coined “HOT-PCK” by Zohar & Schwartzer, [ 20 ]). 1 Research on PSTs' acquisition of other important skills (e.g., professional vision, motivation, meta-strategic knowledge) has highlighted the need to explicitly practice comprehension competences as a “learner,” as a prerequisite for establishing task and lesson design competences as a “teacher” [ 6 , 22 , 23 ]. To reach this target, teacher educators must contextualize PSTs increased content and pedagogical knowledge by “walking their talk”, i.e., explicitly teaching PSTs in the same way they will be expected to teach their pupils.…”

Investigation of the Effects of Pre-Service Teachers' Socio-Economic Statuses and Personality Traits on Their Motivations

“…As the focus of most contemporary learning and teaching theories in the education system, knowing how to manage one's own learning process has become an important survival tool (Michalsky, 2021). According to the point of view common in the literature that "we should teach students not knowledge but how to learn" (Çapa-Aydın & Kondakçı, 2014;Dembo, 2001;Ganda & Boruchovitch, 2018;James & McCormick, 2009), learning to learn is an individual's taking responsibility for learning.…”