Students' Development in Self-Regulated Learning in Postgraduate Professional Education: A Longitudinal Study

Autor/inn/en	Endedijk, Maaike D.; Vermunt, Jan D.; Meijer, Paulien C.; Brekelmans, Mieke
Titel	Students' Development in Self-Regulated Learning in Postgraduate Professional Education: A Longitudinal Study
Quelle	In: Studies in Higher Education, 39 (2014) 7, S.1116-1138 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0307-5079
DOI	10.1080/03075079.2013.777402
Schlagwörter	Foreign Countries; Longitudinal Studies; Graduate Students; Lifelong Learning; Teacher Education; Questionnaires; Student Teachers; Professional Education; Learning Strategies; Self Management; Cognitive Style; Measures (Individuals); Netherlands + Suchen Sie Ihr Suchwort? Ausland; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Life-long learning; Lebenslanges Lernen; Lehrerausbildung; Lehrerbildung; Fragebogen; Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Berufsausbildung; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Selbstmanagement; Cognitive styles; Kognitiver Stil; Messdaten; Niederlande
Abstract	One of the tasks of postgraduate education is to develop students' conceptions and skills necessary for lifelong learning in their profession. Therefore, this study aimed at identifying students' development in self-regulated learning throughout a postgraduate teacher education programme. A longitudinal design with three measurement occasions was adopted. Student teachers' learning orientations were measured with a questionnaire and their regulation activities by means of multiple structured question logs. Longitudinal multilevel analyses showed that student teachers became more passive in their regulation throughout the programme. Furthermore, only one third of the student teachers changed in the direction of independent meaning-oriented learning. This study found little evidence that student teachers became more self-regulating throughout the postgraduate professional programme. This shows that opportunities for directing one's own learning might be a necessary but not a sufficient condition to increase students' conceptions and skills to become self-regulated lifelong learners. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10