Student Teachers' Emotional Landscapes in Self- and Co-Regulated Learning

Autor/inn/en	Saariaho, Emmi; Anttila, Henrika; Toom, Auli; Soini, Tiina; Pietarinen, Janne; Pyhältö, Kirsi
Titel	Student Teachers' Emotional Landscapes in Self- and Co-Regulated Learning
Quelle	In: Teachers and Teaching: Theory and Practice, 24 (2018) 5, S.538-558 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Toom, Auli) ORCID (Soini, Tiina) ORCID (Pietarinen, Janne) ORCID (Pyhältö, Kirsi)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1354-0602
DOI	10.1080/13540602.2018.1430565
Schlagwörter	Foreign Countries; Student Teachers; Psychological Patterns; Emotional Response; Independent Study; Elementary School Teachers; Positive Attitudes; Student Teacher Attitudes; Motivation; Goal Orientation; Task Analysis; Educational Strategies; Self Evaluation (Individuals); Reflective Teaching; Interviews; Learning Activities; Content Analysis; Freehand Drawing; Visualization; Learning Processes; Qualitative Research; Finland + Suchen Sie Ihr Suchwort? Ausland; Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Emotionales Verhalten; Selbststudium; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; psychologische; Motivation (psychologisch); Zielorientierung; Zielvorstellung; Aufgabenanalyse; Lehrstrategie; Interviewing; Interviewtechnik; Lernaktivität; Inhaltsanalyse; Drawing; Zeichnen; Visualisation; Visualisierung; Learning process; Lernprozess; Qualitative Forschung; Finnland
Abstract	Self- and co-regulation are central elements in skillful student-teacher learning. Studies have confirmed the interrelation between positive academic emotions and student engagement in self-regulated learning. There are also indicators of student-teachers experiencing co-regulative learning activities as highly significant. Yet, we know surprisingly little about the emotional landscape of the self- and co-regulation of learning among student-teachers. Hence, in this study, we explore the kinds of academic emotions that primary school student-teachers experience during self- and co-regulated learning. Altogether 19 Finnish primary school student-teachers were interviewed. The data were qualitatively content analyzed. The results showed that both self- and co-regulated learning experiences were emotionally activating. Student-teachers reported primarily positive emotions (80%) in self- and co-regulated learning. The results also showed that positive activating emotions, such as enthusiasm, were emphasized in all regulatory phases: goal setting and task analysis, strategy use and monitoring, and reflection. Our findings on the high frequency of various positive emotions embedded in self- and co-regulated learning confirmed that positive activating emotions are essential elements in student-teachers self- and co-regulated learning. The findings imply that self- and co-regulated learning can trigger a positive cycle in student-teacher learning in terms of both emotions and productive learning. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01