Successful learning: balancing self-regulation with instructional planning

Abstract

Many recent studies have stressed the importance of teacher candidates' (TCs) self-regulated learning (SRL) skills for successful learning. Because of the promising consequences of SRL for academic performance, teacher educators (TEs) are encouraged to increase TCs' SRL opportunities in educational programs. Because of the difficulty and complexity for TEs to successfully guide TCs towards SRL, the present study contributes to the discussion how to best facilitate TEs in finding a balance between student-and teacher-control. For this purpose, a conceptual model is presented. The model draws upon literature related to the perspective of the learner, the teacher and the learning task. Besides the context of teacher education, the model is beneficial for higher education as well as teaching and teacher professionalization. It will help instructors provide a more balanced approach between teacherand student-controlled learning, and support students develop essential SRL skills. ARTICLE HISTORY

Matching Instruction with Modality-Specific Learning Style: Effects on Immediate Recall and Working Memory Performance

“…The learning process is complex, and several other aspects may have more significant impact on the learning process than how information is presented. Theoretical developments and research have resulted in fundamental advances that can significantly influence any learning situation, such as intensity in learning, feedback to control learning, self-regulation relative to the learning objectives, progression based on challenges relative to skills, and motivation and self-perception [39]. In addition, individual differences in prior knowledge, ability, capacity to learn different content, interests, personality, etc.…”

Qualitative Meta-Analysis of Academic Culture in Higher Education

“…The finding of the study is compiled in Table 1 below: Table 1. Findings of the study Authors Thematic pattern Research method Bektas et al, (2015) Teaching culture and students achievement Meta-analysis research Godor (2016) Teaching culture in higher education: deep and surface dichotomy Q-methodology research design Komolthiti (2017) General culture and its impact on human behavior Qualitative meta-analysis research design Scager, Akkerman, Pilot, & Wubbels(2017) The challenges of teaching Reflective practice research design Downs & Downs (2017) Culture of valuation in higher education Conceptual review paper Arvaja (2018) Teaching and professional identity Qualitative dialogical approach Virtanen & Tynjälä (2018) University students experineces in teaching culture in higher education in particular teaching and learning of generic skills A confirmatory regression analysis Vrieling, Stijnen, & Bastiaens(2018) Successful teaching in higher education: balancing self-regulation with instructional planning Conceptual review paper Fredholm et al(2019) Teaching practice thresholds Hermeneutic narrative inquiry Levander, Forsberg, Elmgren, Levander, & Forsberg(2019) Teaching and meaning making Evaluative research inquiry From Table 1 above, the findings show that the majority of thematic patterns of the academic culture relates to teaching cultures. The teaching culture covers teaching practice, teaching policy, teaching planning, teaching experiences, teaching thresholds, and successful teaching cultures.…”

Vocational Teacher's Demand Analysis for the Literacy-Oriented Teaching of the 12-Nation New Curriculum: Multi-case Research Design Method

“…(5) Course hours do not consider the difficulty of the course, especially the number of accounting courses is insufficient. From the above, teachers can learn to plan courses and learn to use unit knowledge and apply knowledge concepts are transformed into core problems [13], [22]. By arranging appropriate teaching situations, students can learn knowledge, abilities and attitudes and help teachers.…”

“…Therefore, schools must not only increase cross-disciplinary integration and teaching, but also pay more attention to students' multi-faceted learning. Performance, not just the traditional paper and pencil test [9] [22]. Therefore, the teacher's teaching and learning focus is not much, reasonable teaching hours and teaching content through intensive teaching design and arrangement.…”