Active Learning and Self-Regulation Enhance Student Teachers' Professional Competences

Autor/inn/en	Virtanen, Päivi; Niemi, Hannele M.; Nevgi, Anne
Titel	Active Learning and Self-Regulation Enhance Student Teachers' Professional Competences
Quelle	In: Australian Journal of Teacher Education, 42 (2017) 12, S.1-20, Artikel 1 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0313-5373
Schlagwörter	Active Learning; Self Management; Teacher Competencies; Statistical Analysis; Goal Orientation; Intentional Learning; Teamwork; Learning Motivation; Profiles; Learning Experience; Questionnaires; Online Surveys; Correlation; Student Teacher Attitudes; Foreign Countries; Teacher Education Programs; Faculty Development; Multivariate Analysis; Regression (Statistics); Preservice Teacher Education; Preservice Teachers; Finland + Suchen Sie Ihr Suchwort? Aktives Lernen; Selbstmanagement; Lehrkunst; Statistische Analyse; Zielorientierung; Zielvorstellung; Intentionales Lernen; Motivation for studies; Lernmotivation; Charakterisierung; Profilanalyse; Lernerfahrung; Fragebogen; Korrelation; Ausland; Multivariate Analyse; Regression; Regressionsanalyse; Lehramtsstudiengang; Lehrerausbildung; Finnland
Abstract	The study identifies the relationships between active learning, student teachers' self-regulated learning and professional competences. Further, the aim is to investigate how active learning promotes professional competences of student teachers with different self-regulation profiles. Responses from 422 student teachers to an electronic survey were analysed using statistical methods. It was found that the use of active learning methods, such as goal-oriented and intentional learning as well as autonomous and responsible group work, are strongly and positively related to the achievement of professional competences. To develop the best competences, student teachers need high learning motivation and excellent self-regulation strategies. The mean scores in professional competences of highly motivated student teachers with excellent self-regulated learning were significantly higher when their experiences of active learning increased. Moreover, student teachers with high motivation and moderate self-regulation also benefited significantly from the use of active learning methods. (As Provided).
Anmerkungen	Edith Cowan University. Bradford Street, Mount Lawley, West Australia 6050, Australia. Web site: http://ro.ecu.edu.au/ajte/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01