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

Abstract

Self‐regulated learning (SRL)‐promoting practices enhance students' positive academic, social, and emotional development. While effective, these practices are complex and often difficult for teacher candidates (TCs) to learn and implement. This theoretical review presents the benefits and challenges of SRL‐promoting practices and examines how TCs' beliefs about SRL are implicated in their development and implementation of these practices. Conditions within teacher education programs that attend to TCs' beliefs about these practices are examined and suggestions are provided for further research in the area of TCs' beliefs and their development of teaching practices that promote SRL.