The development of an instrument to test pre‐service teachers’ beliefs consistent and inconsistent with self‐regulation theory

Darmawan, I Gusti Ngurah; Vosniadou, Stella; Lawson, Michael J.; Deur, Penny Van; Wyra, Mirella

doi:10.1111/bjep.12345

Cited by 13 publications

(7 citation statements)

References 68 publications

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“…Involvement of all students and rapport between teachers and students might be seen as key characteristics of inclusive learning environments. Moreover, Darmawan et al (2020) relates beliefs about selfregulated learning and constructive teaching. Student teachers with higher constructivist beliefs might also see self-regulated learning as a means of addressing students with disabilities, who are often characterized by self-regulation difficulties (e.g., Korinek and deFur, 2016).…”

Section: Discussionmentioning

confidence: 99%

“…This goes in hand with previous findings (Ebert-May et al, 2011;Assen et al, 2016), even describing a use of transmissive teaching methods despite holding constructivist beliefs about teaching. Moreover, Darmawan et al (2020) highlighted that some student teachers hold constructivist and transmissive beliefs about teaching at the same time. Post-hoc correlational analysis of our data indicated that transmissive and constructivist beliefs were only weakly associated.…”

Section: Discussionmentioning

confidence: 99%

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The Relationship Between Attitudes Toward Inclusion, Beliefs About Teaching and Learning, and Subsequent Automatic Evaluations Amongst Student Teachers

et al. 2020

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Teachers' attitudes toward inclusion are frequently cited as being an important predictor of how successfully a given inclusive school system is implemented. At the same time, beliefs about the nature of teaching and learning are discussed as a possible predictor of attitudes toward inclusion. However, more recent research emphasizes the need of considering implicit processes, such as automatic evaluations, when describing attitudes and beliefs. Previous evidence on the association of attitudes toward inclusion and beliefs about teaching and learning is solely based on explicit reports. Therefore, this study aims to examine the relationship between attitudes toward inclusion, beliefs about teaching and learning, and the subsequent automatic evaluations of pre-service teachers (N = 197). The results revealed differences between pre-service teachers' explicit attitudes/beliefs and their subsequent automatic evaluations. Differences in the relationship between attitudes toward inclusion and beliefs about teaching and learning occur when teachers focus either on explicit measures or automatic evaluations. These differences might be due to different facets of the same attitude object being represented. Relying solely on either explicit measures or automatic evaluations at the exclusion of the other might lead to erroneous assumptions about the relation of attitudes toward inclusion and beliefs about teaching and learning.

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Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

The Relationship Between Attitudes Toward Inclusion, Beliefs About Teaching and Learning, and Subsequent Automatic Evaluations Amongst Student Teachers

et al. 2020

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“…This scale was moderately related to the global measure of the intention to implement SRL, indicating that those are related but distinct aspects of SRL implementation. This is of particular relevance because the relationships between teachers' professional competences in SRL and their SRL implementation might vary due to how professional competence and SRL practices of teachers are assessed (Zohar et al, 2001;Darmawan et al, 2020). Further, it has been reported that teachers' self-reports of their promotion of SRL do not necessarily correlate with classroom observations of teachers' SRL instruction (Dignath and Büttner, 2018).…”

Section: Limitation Of Study and Future Outlooksmentioning

confidence: 99%

Teachers’ Professional Competences in Self-Regulated Learning: An Approach to Integrate Teachers’ Competences as Self-Regulated Learners and as Agents of Self-Regulated Learning in a Holistic Manner

2020

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Competences in self-regulated learning (SRL) are important prerequisites for success in school and beyond. Teachers play a crucial role in students' development of SRL. When focusing on teachers' professional competences in SRL, their experiences as selfregulated learners and their competences as agents of SRL are important. At present, an integrative and holistic framework that combines these two important aspects of SRL with regard to teachers' professional competences in SRL is absent. First, this paper introduces a theoretical framework for teachers' professional competences and instructional practices in SRL that integrates teachers' competences as selfregulated learners with their competences as agents of SRL. This integrative approach allows for differentiated analyses of particular aspects of competences and creates the possibility to deeply understand the reasons why teachers do or do not promote SRL in classrooms. In the second part of this paper, the interplay of teachers' professional competences as self-regulated learners and agents of SRL, with their intention to implement SRL in classes and their self-reported SRL teaching practices, is examined using data provided by 106 in-service teachers from primary and secondary schools. We assessed teachers' professional knowledge about SRL (i.e., content knowledge about SRL [CK-SRL] and pedagogical content knowledge about SRL [PCK-SRL]) with two different knowledge tests. Teachers' beliefs (i.e., implicit theories about SRL and beliefs about promoting SRL) and their motivations (i.e., self-concept about one's SRL and self-efficacy to promote SRL) were assessed with self-report measures. We found that teachers had small to average amounts of CK-SRL and PCK-SRL. Teachers reported positive beliefs about and motivation toward SRL. Most importantly, the results highlight the significance of differentiating between teachers' competences as selfregulated learners and as agents of SRL when examining teachers' implementation of

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“…The results of the literature study show that students sometimes answer questions by guessing. Students do not think about answers correctly based on understanding (I. G. N. Darmawan et al, 2020;Moore & Rubbo, 2012;Xiao et al, 2018;S.-N. Zhou et al, 2021).…”

Section: Needs Analysismentioning

confidence: 99%

“…The results of previous research showed that students had difficulty working on the questions. Students in answering questions sometimes make guesses so that students do not think about the answer correctly (I. G. N. Darmawan, Vosniadou, Lawson, Van Deur, & Wyra, 2020;R. Darmawan, 2015;Moore & Rubbo, 2012;Xiao et al, 2018;S.-N. Zhou, Liu, Koenig, Li, & Bao, 2021).…”

Section: Introductionmentioning

confidence: 99%

Development of Quizizz-Based Interactive Questions to Measure Scientific Reasoning Skills

Malik

Setiawan

Setya

2021

J. Pendidik. Fis. Keilmuan

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<p>This study aims to determine the feasibility level, students' scientific reasoning abilities, and students' responses to the use of quizizz-based interactive questions in measuring students' scientific reasoning skills. This research method uses the 4D model (Define, Design, Development, and Dissemination). The results showed that quizizz-based interactive questions to measure scientific reasoning skills developed were declared very feasible by the validators at a percentage of 82.6%. The results of the percentage of students' scientific reasoning skills on conservation reasoning indicators are 25%, probabilistic reasoning 20.83%, proportional reasoning 8.33%, correlation reasoning 4.17%, variable reasoning 8.33%, and hypothesis-deductive reasoning 12.50 %. The question has positive response criteria as seen from the results of the assessment of students by 88% with very interesting interpretations. Thus, it can be concluded that quizizz-based interactive questions to measure scientific reasoning skills are very feasible to use and get a positive response from students.</p>

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The development of an instrument to test pre‐service teachers’ beliefs consistent and inconsistent with self‐regulation theory

Cited by 13 publications

References 68 publications

The Relationship Between Attitudes Toward Inclusion, Beliefs About Teaching and Learning, and Subsequent Automatic Evaluations Amongst Student Teachers

The Relationship Between Attitudes Toward Inclusion, Beliefs About Teaching and Learning, and Subsequent Automatic Evaluations Amongst Student Teachers

Teachers’ Professional Competences in Self-Regulated Learning: An Approach to Integrate Teachers’ Competences as Self-Regulated Learners and as Agents of Self-Regulated Learning in a Holistic Manner

Development of Quizizz-Based Interactive Questions to Measure Scientific Reasoning Skills

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