Investigating preservice teachers' professional growth in self-regulated learning environments.

Abstract

Educational reforms have suggested that the ability to self-regulate learning is essential for teachers' professional growth during their entire career as well as for their ability to promote these processes among students. This study observed teachers' professional growth along 3 dimensions: self-regulated learning (SRL) in pedagogical context, pedagogical knowledge, and perceptions of teaching and learning. The authors examined 194 preservice teachers' professional growth in 4 learning environments: e-learning (EL) and face-to-face (F2F) learning, either supported by SRL (EL ϩ SRL; F2F ϩ SRL) or unsupported by SRL (EL; F2F). SRL support was based on the IMPROVE metacognitive selfquestioning method (B. Kramarski & Z. R. Mevarech, 2003). Mixed quantitative and qualitative analyses showed that preservice teachers in both supported SRL conditions outperformed their unsupported peers on all professional growth measures. Moreover, EL ϩ SRL teachers exhibited the highest SRL ability (cognition, metacognition, motivation), pedagogical knowledge (designing a learning unit), and studentcentered learning perceptions (self-construction of knowledge).

Personal Self-Regulation and Regulatory Teaching to predict Performance and Academic Confidence: new evidence for the DEDEPRO ModelTM

“…2) The process variable of regulation, called regulatory teaching, involves adequate levels of structuring and assistance to facilitate and induce self-regulated learning (Kramarski & Michalsky, 2009). In complementary fashion, self-regulated learning is the type of learning that involves adequate planning, control and self-assessment (Bembenutty, Cleary & Kintasas, 2013;Pintrich, 2004;Zimmerman & Shunck, 2001;Zimmerman, & Labuhn, 2012), and has been associated with achievement (Neuville, Frenay & Bourgeois, 2007;Pintrich & De Groot, 1990;Valle, Nuñez, Cabanach, et al, 2008;Vermunt, 2005).…”

Teaching methodology used in the master’s degree programme for secondary education teacher training: student assessment

“…It shows positive perceptions of students towards an active and participatory methodology in the teaching and learning process (Kramarski & Michalsky, 2009;Rezende et al, 2014), although traditional approaches are still used in higher education teaching (Sáez & Ruiz, 2012;Medina et al, 2011).…”

“…The focus has been shifted towards student activity and their learning (Padilla & Gil, 2008;Pozo & Pérez, 2009) through the development of strategies that promote the active participation of students and techniques for independent and self-regulated learning in more flexible working environments (Kramarski & Michalsky, 2009;Rezende, Fonseca, Nunes, Da Silva, & Antas, 2014).…”

Investigating the Longer-Term Impact of the CREST Inquiry-Based Learning Programme on Student Self-regulated Processes and Related Motivations: Views of Students and Teachers

“…Some researchers believe that strategy instruction needs to involve teachers modeling behaviours as well as explicitly explaining the strategies, how to use them, and what skills are required from the student (Boekaerts and Corno 2005;Hartman 2001;Kramarski and Michalsky 2009;Schraw et al 2006;Zimmerman 2008). The results presented here, however, substantiate previous research findings on the other side of the debate, suggesting that curriculum-embedded self-regulated learning interventions can lead to improvements in selfregulation among students (Butler 1998;Perels et al 2005); however, as discussed in the previous section, strategies relating to retention need to be considered.…”