“…Kramarski and Kohen (2017) and Kramarski and Michalsky (2010) present that it is difficult for pre-service teachers to regulate their own learning and that SRL is not spontaneously acquired by student teachers. However, there is evidence that SRL can be developed through programmes that provide opportunities to control their own learning and teaching (Kramarski, 2008;Kramarski & Kohen, 2017;Styles, Beltman, & Radloff, 2001;Vrieling, Bastiaens, & Stijnen, 2012), such as by using active learning methods (Heikkilä et al 2012;Kramarski & Michalsky 2009), like a mind map as a planning tool (Tanriseven, 2014) or active reflection (Oakley et al, 2014), which is a major tool that is used to support explicit self-regulation (Kramarski & Michalsky, 2010;Pintrich, 2002). In addition, student teachers' SRL and SRT strategies have been developed by using prompts, which is a specific scaffolding method (Kramarski, 2008;Kramarski & Kohen, 2017).…”