Preservice teachers' capacity to teach self-regulated learning: Integrating learning from problems and learning from successes

Michalsky, Tova; Schechter, Chen

doi:10.1016/j.tate.2012.10.009

Cited by 86 publications

(58 citation statements)

References 51 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…The literature review reveals three contributing pedagogies to promote self-regulation learning Michalsky & Schechter, 2013):…”

Section: Pedagogies To Promote Srlmentioning

confidence: 99%

“…In order to promote SRL, three main SRL pedagogies are identified in the literature Michalsky & Schechter, 2013): (1) Key components of the study and task conditions including SRL; (2) Gradual process of SRL transfer: (3) Direct instruction of SRL strategies. This article will present these pedagogies and the learning environments in the context that promotes this learning.…”

Section: Introductionmentioning

confidence: 99%

“…Research findings show that providing tasks that include a range of techniques involving establishment of a system of scaffolding in discourse helps pre-service teachers in primary schools to develop SRL practices to promote students' SRL (Perry, Hutchinson & Thauberger, 2007). Based on research findings that pointed to the considerable contribution of pre-service teachers' collaborative reflective learning discourse on developing their teaching to promote Self-Regulated Learning (Michalsky & Schechter, 2013), it is recommended that promotion of SRL in teaching will be develop by shared-regulation learning discourse in groups. …”

mentioning

confidence: 95%

“…Direct instruction also includes explicit information about the meaning and the importance of those strategies use in order to achieve metacognitive understanding that can lead to future transfer of the learned strategies to other situations and contexts of learning (Michalsky & Schechter, 2013). In practice, research shows a combination between direct instruction with demonstrational and explicit instruction or indirect instruction, in teaching (Dignath, Büttner & Langfeldt, 2008;Michalsky & Schechter, 2013).…”

mentioning

confidence: 99%

See 3 more Smart Citations

Self-Regulated Learning – Theories Or Pedagogies

Cohen¹

2018

The European Proceedings of Social and Behavioural Sciences

View full text Add to dashboard Cite

The current pedagogies promoting Self-Regulated Learning (SRL) present three separate Self-Regulated Learning pedagogies: (1) Key components of the study and task conditions including SRL; (2) Gradual process of SRL transfer: (3) Direct instruction of SRL strategies. The present research reveals the connections between these different approaches, analyzes their applications and most of all contextualizes them theoretically. The literature review conducted for this study shows that pedagogies to promote SelfRegulated Learning can be thoroughly understood in relation to socio-cognitive and socio-cultural theoretical contexts. This deep conscious process of teaching and learning is explained by these three pedagogies via theories that are connected to reading and writing research. A fourth pedagogy presents synergetic integration of the three Self-Regulated Learning pedagogies interwoven with Self-Regulated Learning theoretical contexts. Finally, application and implication of the fourth pedagogy will be presented and recommended, including pre-service teachers' preparation programs. Research findings show that providing tasks that include a range of techniques involving establishment of a system of scaffolding in discourse helps pre-service teachers in primary schools to develop SRL practices to promote students' SRL (Perry, Hutchinson & Thauberger, 2007). Based on research findings that pointed to the considerable contribution of pre-service teachers' collaborative reflective learning discourse on developing their teaching to promote Self-Regulated Learning (Michalsky & Schechter, 2013), it is recommended that promotion of SRL in teaching will be develop by shared-regulation learning discourse in groups.

show abstract

“…The literature review reveals three contributing pedagogies to promote self-regulation learning Michalsky & Schechter, 2013):…”

Section: Pedagogies To Promote Srlmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

mentioning

confidence: 95%

mentioning

confidence: 99%

See 2 more Smart Citations

Self-Regulated Learning – Theories Or Pedagogies

Cohen¹

2018

The European Proceedings of Social and Behavioural Sciences

View full text Add to dashboard Cite

show abstract

“…Educators and researchers believe that teachers' ability to cultivate learners who are self-regulated is tied to teachers' own self-regulation. (Michalsky & Schechter, 2013). Gordon, Dembo and Hocevar (2007) determined that there is a relationship between a teacher's own learning behaviour and their practices in class.…”

Section: Introductionmentioning

confidence: 99%

A Tool That Can Be Effective in the Self-regulated Learning of Pre-service Teachers: The Mind Map

Tanriseven¹

2014

AJTE

View full text Add to dashboard Cite

The Role of Direct Strategy Instruction and Indirect Activation of Self-Regulated Learning—Evidence from Classroom Observation Studies

Dignath

Veenman²

2020

Educ Psychol Rev

169

129

View full text Add to dashboard Cite

Despite the consensus about the importance of self-regulated learning for academic as well as for lifelong learning, it is still poorly understood as to how teachers can most effectively support their students in enacting self-regulated learning. This article provides a framework about how self-regulated learning can be activated directly through strategy instruction and indirectly by creating a learning environment that allows students to regulate their learning. In examining teachers' instructional attempts for SRL, we systematically review the literature on classroom observation studies that have assessed how teachers support their students' SRL. The results of the 17 retrieved studies show that in most classrooms, only little direct strategy instruction took place. Nevertheless, some teachers provided their students with learning environments that require and thus foster self-regulated learning indirectly. Based on a review of classroom observation studies, this article stresses the significance of (1) instructing SRL strategies explicitly so that students develop metacognitive knowledge and skills to integrate the application of these strategies successfully into their learning process, and (2) the necessity of complementing classroom observation research with data gathered from student and teacher self-report in order to obtain a comprehensive view of the effectiveness of teacher approaches to support SRL. Finally, we discuss ten cornerstones for future directions for research about supporting SRL.

show abstract

Preservice teachers' capacity to teach self-regulated learning: Integrating learning from problems and learning from successes

Cited by 86 publications

References 51 publications

Self-Regulated Learning – Theories Or Pedagogies

Self-Regulated Learning – Theories Or Pedagogies

A Tool That Can Be Effective in the Self-regulated Learning of Pre-service Teachers: The Mind Map

The Role of Direct Strategy Instruction and Indirect Activation of Self-Regulated Learning—Evidence from Classroom Observation Studies

Contact Info

Product

Resources

About