Improving self‐regulated learning of preschool children: Evaluation of training for kindergarten teachers

Abstract

The results obtained by means of analyses of variance show that the self-regulation of the kindergarten teachers as well as the self-regulated learning of preschoolers whose kindergarten teachers took part in the training improved significantly. The results indicate that it is possible to improve self-regulated learning of preschool children by a training programme for kindergarten teachers.

Self-Regulated Learning in the Classroom: A Literature Review on the Teacher’s Role

“…Classroom observations led Perry and VandeKamp [64] to the conclusion that nonthreatening evaluation practices, involvement in complex reading and writing activities, the provision of autonomy related to what the students read and write about, and the ability to modify learning tasks to control challenge are all contextual features of classrooms that promote SRL in younger elementary-aged children. Others have shared Perry's findings, such as Perels et al [65]. This study examined the effect of SRL training on 35 German kindergarten teachers.…”

“…The following research questions guided the scope of this paper: (1 [16] theory has been the most frequently cited in the reviewed studies. For example, Perels et al [65] used this theory to guide their research on the effect of training 35 German kindergarten teachers on developing their own self-regulation skills and SRL within their students. Results are similar to that of Perry's research.…”

“…Zimmerman's [16] perspective of SRL has understandably been the predominant theory in this line of research. It offers a robust, explanatory lens that articulates the bidirectional interaction with students' personal and behavioral characteristics and their environment, as evidenced by both Perels et al [65] and Hoekstra's [51] studies.…”

“…These findings are contrary to the notion that several years of experience are required before teachers can begin to consider students' needs and 6 Education Research International [34] (ii) Kremer-Hayon and Tillema [35] (iii) Atputhasamy and Aun [36] Studies that examined how contextual support can foster preservice teachers' SRL (i) Hutchinson and Thauberger [37] (ii) Perry et al [38] (iii) Perry et al [40] (iv) Kramarski and Michalsky [29] (v) Kramarski and Michalsky [41] (vi) Michalsky and Kramarski [43] (vii) Kramarski [44] (viii) Kramarski and Revach [45] Studies that examined the role of technology in developing SRL with preservice teachers (i) Delfino et al [25] (ii) Dettori et al [46] Research question 2: what implications does the literature provide for teachers supporting SRL with different kinds of teachers? (n = 19) Studies that consider how inservice teachers themselves use SRL (i) Kreber et al [47] (ii) Hoekstra et al [51] (iii) Tillema and Kremer-Hayon [48] (iv) Van Eekelen et al [49] (vi) Gordon et al [50] Studies that consider how high school teachers support SRL with their students (i) Oolbekkink-Marchand et al [52] (ii) Kistner et al [53] (iii) Veenman et al [54] (iv) Postholm [55] Studies that consider how middle school teachers support SRL with their students (i) Pauli et al [56] (ii) Cooper et al [57] Studies that consider how upper elementary teachers support SRL with their students (i) Ee et al [58] (ii) Housand and Reis [59] (iii) Meyer et al [60] (iv) Cartier et al [61] (v) Hilden [62] Studies that consider how younger elementary teachers support SRL with their students (i) Perry [63] (ii) Perry and VandeKamp [64] (iii) Perels et al [65] Research question 3: how is SRL measured in research that examin...…”

A Tool That Can Be Effective in the Self-regulated Learning of Pre-service Teachers: The Mind Map

“…There is a high correlation between teachers' self-regulation skills, and the skills of students in developing their self-regulation (Randi, 2004). In this context, research on both teachers (Perels, Merget-Kullman, Wende, Schmitz & Buchbinder, 2009) and preservice teachers (Perry, Phillips & Dowler, 2004), suggests that learning programmes based on self-regulated learning have positive effects on the development of students' selfregulation skills.…”