职前教师理解、观察和支持自我调节学习的方法

IF 4 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Teaching and Teacher Education Pub Date : 2024-07-31 DOI:10.1016/j.tate.2024.104719

Jenni Latva-aho , Piia Näykki , Saara Pyykkönen , Sirpa Laitinen-Väänänen , Laura Hirsto , Marjaana Veermans

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引用次数: 0

摘要

本研究探讨了职前教师（PSTs）理解、观察和支持自我调节学习（SRL）的方法。在实施开放式问卷调查（=118）之后，根据齐默尔曼的自律学习框架进行了定性分析。PST 反思了他们对自律学习阶段的理解：前瞻、表现和反思。专业技术人员表现出了对自学能力学习的理论理解，但对如何观察和支持学生的自学能力学习技能及其发展的理解较弱。研究结果对师范教育和教师专业发展具有实际意义。

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Pre-service teachers’ ways of understanding, observing, and supporting self-regulated learning

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.

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来源期刊

Teaching and Teacher Education EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

6.50

自引率

12.80%

发文量

294

审稿时长

86 days

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.