Developing Self-Regulation by Using Reflective Support in a Video-Digital Microteaching Environment

Abstract

Recent research efforts have established that self-regulated learning (SRL) is necessary for teachers to attain successful professional development. Our study addresses two central questions: under what conditions in preservice teachers' education can SRL processes be enhanced to the optimum level, and how can we assess these processes? The participants of the study were ninety-seven preservice teachers, who were engaged in real-time teaching in a video-digital Microteaching environment. Each participant was randomly assigned to one of two groups: reflective support (RS) for SRL or no support (NS) for SRL. Participants in the RS group were explicitly exposed to SRL aspects and were directed to address these aspects in their reflective discussions of the teaching experience. The SRL process was measured as an online event during real-time teaching exercises, based on a coding scheme developed for this study to identify and assess the SRL skills by two major aspects: metacognition (planning, information management, monitoring, debugging, and evaluating) and motivation (interest and value, self-efficacy, and teaching anxiety). Results indicate that the RS group outperformed the NS group in all SRL measures. Implications for reflective support for SRL and event measures of real-time observations of preservice teachers' SRL are discussed.

Effect of Cooperative Learning Supported by Reflective Thinking Activities on Students’ Critical Thinking Skills

“…It was aimed to successfully manage the CL process and group dynamics through structured materials. The results of successful research were examined in the editing of RT materials (Brockbank & McGill, 2006;Kohen & Kramarski, 2012;Lan, 2007;Mevarech & Kramarski, 2014;Michalsky & Kramarski;2015;Mitchell & Coltrinari, 2001;Taggart & Wilson, 2005;Wilson & Jan, 1993). In this direction, journal, group discussion form, reflective dialogue form, self-evaluation form materials, which would be used in the implementation process of RT activities were designed.…”

“…With "Journal writing", which is one of the writing activities, students can reflect on their experiences, points they are strong or weak, important points of an event, how they deal with a power situation, and their feelings (Farrah, 2012;Guce, 2017Guce, , 2018Mitchell & Coltrinari, 2001). Students are able to discuss with their group members and evaluate their own activities with the "Group discussion" strategy that transforms reflective activities into a social activity (Aldahmash, Alshmrani & Almufti, 2017;Kohen & Kramarski, 2012). Students focus on their own thinking processes, processes, activities through questions that guide peer interaction and reflection in the "Reflective dialogue" strategy (Kohen & Kramarski, 2012;Wille, 2017).…”

“…Students are able to discuss with their group members and evaluate their own activities with the "Group discussion" strategy that transforms reflective activities into a social activity (Aldahmash, Alshmrani & Almufti, 2017;Kohen & Kramarski, 2012). Students focus on their own thinking processes, processes, activities through questions that guide peer interaction and reflection in the "Reflective dialogue" strategy (Kohen & Kramarski, 2012;Wille, 2017). Furthermore, if a student is guided to be present in the "Self-evaluation", he/she asks himself/herself questions, is trying to understand how he/she learns, and can think about these solutions by being aware of his/her strengths and weaknesses.…”

Pelaksanaan Perkuliahan Pengajaran Mikro Di Program Studi Pgsd: Sebuah Penelitian Evaluasi

“…Secara umum ada tiga fase prosedural pelaksanaan perkuliahan micro teaching, yaitu 1) fase akuisisi pengetahuan, 2) fase akuisisi keterampilan, 3) fase transfer (Kohen & Kramarski, 2012). Pada fase akuisisi pengetahuan mahasiswa diberikan tugas untuk melaksanakan observasi di sekolah melihat model pembelajaran yang dilaksanakan oleh guru, dan hasil observasi dibawa ke kampus untuk didiskusikan.…”

Development and Evaluation of a Computer-Based Learning Environment for Teachers: Assessment of Learning Strategies in Learning Journals

“…First, training teachers to assess important components of selfregulated learning such as learning strategies is an important, yet somewhat neglected, aspect of the integration of selfregulated learning at school. Actually, teachers need skills to assess the processes of learning [3][4][5][6] in order to foster students' strategies for learning, for example, by giving helpful specific feedback [7,8]. Thus, we developed, revised, and tested a CBLE that aims to enhance teachers' skills to assess learning strategies in school.…”