Preservice Science Teachers’ Perspectives on and Practices Related to Self-Regulated Learning after a Brief Learning Opportunity

Abstract

Teacher education programs are a critical site for preparing teachers’ self-regulated learning (SRL) knowledge and capacity to foster students’ SRL skills. The present study describes preservice science teachers’ (PSTs) perspectives and practices regarding SRL after a brief learning opportunity. The participants were 12 PSTs in a certification program for teaching secondary science. The data came from course assignments, lesson plans, and semi-structured interviews. The findings showed the PSTs appreciated the role of SRL and tried to integrate SRL processes into their science lessons. However, they needed further support to systematically implement SRL processes in classrooms. Findings from this study are relevant for science teacher educators who are interested in improving science teaching because the link between SRL and science teaching is discussed. They may also support teacher educators in making more informed decisions about course design and instruction regarding SRL. Finally, since suggestions for future studies are discussed, this research is relevant for science education researchers who study teachers’ perspectives on and practices related to SRL.

A literature review: analyzing barriers hindering the implementation of self-regulated learning in science classrooms

“…Teachers believe in the role of SRL, in their ability to foster SRL in students, and in students' ability to enact SRL strategies can be improved by (1) fostering teachers' understanding of SRL (Kramarski and Michalsky, 2009), (2) supporting teachers with self-efficacy for teaching SRL (Cleary et al, 2022), and (3) introducing SRL to preservice science teachers during teacher preparation programs (Kramarski and Michalsky, 2015;Tran et al, 2022). As the model of learning organization states, teacher beliefs are a filter for their pedagogical decisions and actions (Senge, 2006); shifting science teacher beliefs regarding SRL is a necessary step for implementing SRL in the classroom.…”

“…Or it would even be better to integrate SRL into science teacher preparation programs. A few existing studies show that it is possible and effective to embed SRL into teacher education programs (Kramarski and Michalsky, 2015;Tran et al, 2022). In terms of growth of an organization (Senge, 2006) recounts that it is only through individual learning that organizations can learn.…”

Student-centered case-based teaching and online–offline case discussion in postgraduate courses of computer science

“…Self-regulated learning (SRL) refers to the process by which students activate and maintain their own thoughts, feelings and behaviors, and systematically achieve learning goals (Song et al., 2021 ; Tran et al., 2022 ). Learning goal, efficacy and learning strategy are three important components of self-regulated learning (Granberg et al., 2021 ).…”

La autoevaluación como instrumento para desarrollar el aprendizaje autónomo en los alumnos de posgrado

“…Estos alumnos que alcanzan el aprendizaje autónomo identifican que su desempeño académico depende en gran parte de sus habilidades para usar y ajustar sus conocimientos de manera efectiva. Esta es una premisa que algunos autores comoTran et al (2022) yBasri (2023) consideran pertinentes en el aprendizaje de los alumnos.Aunado a lo anterior, se obtuvieron resultados consistentes con los trabajosde Fletcher (2022) y McIver y Murphy (2023) en lo relativo a que la autoevaluación interviene en el pensamiento crítico y la reflexión de los alumnos de forma específica, elementos que se interrelacionan de tal forma que desafían los enfoques habituales de evaluación, es decir, a través de la capacidad de proporcionar y percibir su propia autocrítica acerca de su aprendizaje y la necesidad de apoyo para orientarse. Por lo tanto, la autoevaluación es una herramienta para fomentar el desempeño de los alumnos(Nieminen, 2021; Chen y Bonner, 2020) que ayuda a comprender cómo el alumnado se involucra con la autoevaluación, lo cual se convierte en un ejercicio de autoconocimiento(Alt y Raichel, 2021; McIver y Murphy, 2023).…”