{"title":"Pre-service teachers’ ways of understanding, observing, and supporting self-regulated learning","authors":"Jenni Latva-aho , Piia Näykki , Saara Pyykkönen , Sirpa Laitinen-Väänänen , Laura Hirsto , Marjaana Veermans","doi":"10.1016/j.tate.2024.104719","DOIUrl":null,"url":null,"abstract":"<div><p>This study explores pre-service teachers' (PSTs') ways of understanding, observing, and supporting self-regulated learning (SRL). The implementation of an open-ended questionnaire (<em>N</em> = 118) was followed by a qualitative analysis based on Zimmerman's SRL framework. The PSTs reflected on their understanding of the phases of SRL: forethought, performance, and reflection. The PSTs demonstrated a theoretical understanding of SRL but a weaker understanding of how to observe and support students' SRL skills and their development. The findings have practical implications for teacher education and teachers' professional development.</p></div>","PeriodicalId":48430,"journal":{"name":"Teaching and Teacher Education","volume":"149 ","pages":"Article 104719"},"PeriodicalIF":4.0000,"publicationDate":"2024-07-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S0742051X24002518/pdfft?md5=a59bc93e680e0262cf2aadefa3303ee8&pid=1-s2.0-S0742051X24002518-main.pdf","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Teaching and Teacher Education","FirstCategoryId":"95","ListUrlMain":"https://www.sciencedirect.com/science/article/pii/S0742051X24002518","RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
引用次数: 0
Abstract
This study explores pre-service teachers' (PSTs') ways of understanding, observing, and supporting self-regulated learning (SRL). The implementation of an open-ended questionnaire (N = 118) was followed by a qualitative analysis based on Zimmerman's SRL framework. The PSTs reflected on their understanding of the phases of SRL: forethought, performance, and reflection. The PSTs demonstrated a theoretical understanding of SRL but a weaker understanding of how to observe and support students' SRL skills and their development. The findings have practical implications for teacher education and teachers' professional development.
期刊介绍：
Teaching and Teacher Education is an international journal concerned primarily with teachers, teaching, and/or teacher education situated in an international perspective and context. The journal focuses on early childhood through high school (secondary education), teacher preparation, along with higher education concerning teacher professional development and/or teacher education. Teaching and Teacher Education is a multidisciplinary journal committed to no single approach, discipline, methodology, or paradigm. The journal welcomes varied approaches (qualitative, quantitative, and mixed methods) to empirical research; also publishing high quality systematic reviews and meta-analyses. Manuscripts should enhance, build upon, and/or extend the boundaries of theory, research, and/or practice in teaching and teacher education. Teaching and Teacher Education does not publish unsolicited Book Reviews.
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