Preservice Teachers' Capacity to Teach Self-Regulated Learning: Integrating Learning from Problems and Learning from Successes

Autor/inn/en	Michalsky, Tova; Schechter, Chen
Titel	Preservice Teachers' Capacity to Teach Self-Regulated Learning: Integrating Learning from Problems and Learning from Successes
Quelle	In: Teaching and Teacher Education: An International Journal of Research and Studies, 30 (2013), S.60-73 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0742-051X
DOI	10.1016/j.tate.2012.10.009
Schlagwörter	Knowledge Base for Teaching; Teacher Education Curriculum; Quasiexperimental Design; Science Teachers; Preservice Teachers; Science Instruction; Problem Based Learning; Self Management; Physics; Preservice Teacher Education + Suchen Sie Ihr Suchwort? Teaching theory; Theory of teaching; Unterrichtstheorie; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Problem-based learning; Problemorientiertes Lernen; Selbstmanagement; Physik; Lehramtsstudiengang; Lehrerausbildung
Abstract	Using a quasi-experimental design, we integrated systematic learning from problematic and successful experiences into teachers' preparatory programs and examined how such learning affected preservice physics teachers' capacity to teach students self-regulated learning (SRL). Results indicated that preservice teachers who contemplated both problematic and successful experiences improved more in their actual teaching of SRL strategies and in their actual arrangement of SRL environments, compared to preservice teachers who contemplated only problematic experiences. The current study suggests the need to integrate systematic learning from problematic and successful experiences into teachers' preparatory programs as means of developing preservice teachers' capacity to promote students' SRL. (Contains 5 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10