Literaturnachweis - Detailanzeige
Autor/in | Keller-Schneider, Manuela |
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Titel | Self-Regulated Learning in Teacher Education--The Significance of Individual Resources and Learning Behaviour |
Quelle | In: Australian Journal of Educational & Developmental Psychology, 14 (2014), S.144-158 (15 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 1446-5442 |
Schlagwörter | Foreign Countries; Preservice Teacher Education; Preservice Teachers; Learning Strategies; Self Motivation; Resilience (Psychology); Outcomes of Education; Student Characteristics; Self Management; Educational Opportunities; Longitudinal Studies; Educational Quality; Student Surveys; Switzerland Ausland; Lehramtsstudiengang; Lehrerausbildung; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Lernleistung; Schulerfolg; Selbstmanagement; Bildungsangebot; Bildungschance; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Quality of education; Bildungsqualität; Schülerbefragung; Schweiz |
Abstract | Teacher education must ensure that teachers have the prerequisites to meet different demands in their career entry phase. The presented evaluation study of 241 student teachers in their second semester of pre-service education shows that not only highly rated courses have an impact on the learning outcome of student teachers; the intensity with which student teachers use learning opportunities, their competence in learning strategies, learning orientation, and strategies of self-motivation and resilience are crucial for high learning outcomes. Results show, that evaluation of courses focusing only the estimation of the quality of the course, doesn't guarantee for a learning outcome. The intensity of usage by the students and their individual characteristics like beliefs and motives are crucial as well. Results of this study point out, that in evaluation studies it seems to be important, to take several factors factors in account to analyse the effect of education. Additional to the quality of the course, also characteristics of the learners and their intensity in dealing with the demands of the course should be taken in account. (As Provided). |
Anmerkungen | University of Newcastle. School of Education, Callaghan, NSW 2308, Australia. e-mail: ajedp@newcastle.edu.au; Web site: http://www.newcastle.edu.au/group/ajedp |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2017/4/10 |