scholarly journals Perception of Student-Teachers Regarding Self-Regulated Learning

2020 ◽  
Author(s):  
Carolina Zambrano-Matamala ◽  
Darío Rojas-Diaz ◽  
Pedro Salcedo-Lagos ◽  
Felipe Albarran-Torres ◽  
Alejandro Diaz-Mujica
Keyword(s):  
Student Teachers ◽  
Self Regulated Learning ◽  
Regulated Learning

scholarly journals Development and Evaluation of a Computer-Based Learning Environment for Teachers: Assessment of Learning Strategies in Learning Journals

2013 ◽  
Vol 2013 ◽  
pp. 1-12 ◽  
Author(s):  
Inga Glogger ◽  
Lars Holzäpfel ◽  
Julian Kappich ◽  
Rolf Schwonke ◽  
Matthias Nückles ◽  
...  
Keyword(s):  
Learning Environment ◽  
Student Teachers ◽  
Learning Strategies ◽  
Process Models ◽  
Self Regulated Learning ◽  
Computer Based Learning ◽  
Learning Journals ◽  
Regulated Learning ◽  
Assessment Skills ◽  
Computer Based

Training teachers to assess important components of self-regulated learning such as learning strategies is an important, yet somewhat neglected, aspect of the integration of self-regulated learning at school. Learning journals can be used to assess learning strategies in line with cyclical process models of self-regulated learning, allowing for rich formative feedback. Against this background, we developed a computer-based learning environment (CBLE) that trains teachers to assess learning strategies with learning journals. The contents of the CBLE and its instructional design were derived from theory. The CBLE was further shaped by research in a design-based manner. Finally, in two evaluation studies, student teachers (N1=44;N2=89) worked with the CBLE. We analyzed satisfaction, interest, usability, and assessment skills. Additionally, in evaluation study 2, effects of an experimental variation on motivation and assessment skills were tested. We found high satisfaction, interest, and good usability, as well as satisfying assessment skills, after working with the CBLE. Results show that teachers can be trained to assess learning strategies in learning journals. The developed CBLE offers new perspectives on how to support teachers in fostering learning strategies as central component of effective self-regulated learning at school.

scholarly journals Information Management Tools for the Development of Self-Regulated Learning Skills in Pre-service Teacher Education

2018 ◽  
pp. 31 ◽  
Author(s):  
Adolfina Pérez ◽  
Victoria Irene Marín ◽  
Gemma Tur
Keyword(s):  
Student Teachers ◽  
Information Management ◽  
Personal Information ◽  
Information Aggregation ◽  
Management Tools ◽  
Self Reflection ◽  
Personal Learning ◽  
Traditional Assessment ◽  
Self Regulated Learning ◽  
Regulated Learning

This article presents a didactic strategy aimed at developing student teachers’ personal learning environments (PLEs) with a self-regulated learning (SRL) approach. The strategy is framed in the Dabbagh and Kitsantas (2012) model, which relates Zimmerman’ SRL cycle (forethought, performance, self-reflection) to the three levels of social media usage (personal information management, social interaction and collaboration, and information aggregation and management). A learning scenario was implemented to facilitate SRL skills through information management. The participants were 241 students of Education at the University of Balearic Islands (Spain) and data was collected through a questionnaire designed to explore tool usage and their perceptions of the effectiveness of those tools for information management tasks. Data analysis allows the observation of some patterns in the usage of information management tools in the diverse learning scenarios. In the conclusions challenges such as resistance and traditional assessment focus are identified; affordances for transferability of the acquired skills to other contexts are highlighted and further educational implementation and research are suggested. With this work, a model applicable to other contexts is provided, and a didactic strategy for the management of information based on the PLE and the SRL is presented.

scholarly journals Peer Lecturing as Project-Based Learning: Blending Socio-Affective Influences with Self-Regulated Learning

2016 ◽  
Vol 10 (1) ◽  
pp. 109
Author(s):  
Dominique-Esther Seroussi ◽  
Rakefet Sharon
Keyword(s):  
Student Teachers ◽  
Cognitive Processes ◽  
Scientific Information ◽  
Self Regulation ◽  
Project Based Learning ◽  
First Year ◽  
Self Regulated Learning ◽  
Regulated Learning ◽  
Affective Influences ◽  
Further Development

As a contribution to the efforts to understand the influence of peer presence on self-regulated learning, this paper studies students’ reaction to a project-based activity, the final product of which was a scientific communication to peers. In this activity, peer lecturing, the students formulate a question on a topic linked to the course, search scientific information in order to answer the question, and teach the result of their investigations to their class in the form of a whole-class communication. The paper draws on the qualitative analysis of 23 interviews of first-year student teachers involved in peer lecturing in the framework of an introductory zoology course. In this study, the expressed gains in self-regulated learning described by the students are compared to the gains reported in the literature in other project-based methods and in peer teaching. Original gains in motivation (social goals), cognitive processes and self-regulation, are highlighted, while stressing differences between student types. Further development of the method is suggested.

scholarly journals Student teachers’ knowledge integration across conceptual borders: the role of study approaches, learning strategies, beliefs, and motivation

2021 ◽  
Author(s):  
Thomas Lehmann
Keyword(s):  
Career Choice ◽  
Student Teachers ◽  
Learning Strategies ◽  
Cognitive Learning ◽  
Pedagogical Beliefs ◽  
Integrative Learning ◽  
Cross Sectional Survey ◽  
Self Regulated Learning ◽  
Widespread Agreement ◽  
Regulated Learning

AbstractThere is widespread agreement that student teachers need to construct an integrated knowledge base across multiple domains. This study examined the contributions of intraindividual factors of self-regulated learning to explaining student teachers’ (a) integration of knowledge across topics and domains (i.e., integrative learning) and (b) disjointed processing of potentially domain-specific learning content (i.e., separative learning). The factors considered were study approaches; cognitive, metacognitive, and resource-related learning strategy use; epistemological and pedagogical beliefs; and career choice motivation. The study applied a cross-sectional survey design and examined separative and integrative learning in N = 103 student teachers by way of multiple regression analyses with backward eliminations. A key finding is that deep and strategic study approaches and certain cognitive learning strategies contributed significantly to explaining integrative learning in student teachers. Epistemological and pedagogical beliefs were not able to predict integrative learning. Regarding separative learning, the study identified the surface study approach, specific epistemological and pedagogical beliefs, and the “usefulness” motive for career choice as positive predictors and critical thinking as a negative predictor. The study demonstrates differences in how integrative and separative learning are shaped by distinct intraindividual factors. Implications are discussed with regard to student teachers’ self-regulated learning and pre-service teacher education.

scholarly journals Can Learning Objects Help Student-Teachers Become Self-Regulated Learners?

2021 ◽  
pp. 139-147
Author(s):  
Natanael Delgado Alvarado
Keyword(s):  
Student Teachers ◽  
Learning Objects ◽  
Learning Technologies ◽  
Learning To Learn ◽  
Integrative Learning ◽  
Self Regulated Learning ◽  
Starting Point ◽  
Regulated Learning ◽  
New Framework ◽  
Pedagogical Framework

This paper describes how an original resource set of learning objects was developed to foster learning to learn (Gargallo Lopez et al., 2020) among student-teachers and how these interactive online materials are planned to be effectively incorporated into an intervention. Such implementation follows an innovative pedagogical framework based on a sociocognitive view of self-regulated learning (SRL) and the integrative learning technologies (ILT) approach to technology. The full project, starting in August 2021, proposes the independent use of the resource set of learning objects as a starting point to assist student-teachers with the development of self-regulated learning in their English courses under this new framework.

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