Pre-service teachers’ beliefs about learning and teaching and about the self-regulation of learning: A conceptual change perspective

Vosniadou, Stella; Lawson, Michael J.; Wyra, Mirella; Deur, Penny Van; Jeffries, David; Ngurah, Darmawan I Gusti

doi:10.1016/j.ijer.2019.101495

Cited by 51 publications

(42 citation statements)

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“…Such belief systems that are related to one's SRL can impact a teacher's interpretation of SRL theory and the implementation of this theory in their learning and teaching practices (Rattan et al, 2012;Vosniadou et al, 2020). Consequently, teachers' unfavorable beliefs about SRL might not only result in a lack of knowledge about SRL but also influence their value toward the implementation of SRL in classes (Bostwick et al, 2020;Vosniadou et al, 2020). For example, it might be possible that teachers who have a more fixed theory about SRL, perceive SRL as unchangeable and are less likely to believe in the importance of teaching SRL in classes.…”

Section: Teachers' Beliefs As Self-regulated Learnersmentioning

confidence: 99%

“…Teachers' instruction related beliefs are implicit or explicit conceptions about school-, domain-, and learning-related matters that exert considerable influence on their perceptions and judgments about learning as well as their instructional preferences and actions (Pajares, 1992;Ertmer, 2005;Woolfolk Hoy et al, 2006;Fives and Buehl, 2008). Beliefs are not necessarily cohesive as teachers can hold different, even contradictory beliefs at the same time (Lawson et al, 2019;Vosniadou et al, 2020). Consequently, it is important to consider how teachers' belief systems related to their role as agents of SRL influence their SRL practices.…”

Section: Teachers Beliefs As Agents Of Srlmentioning

confidence: 99%

“…In this context, we broadly distinguish between: (1) more domain-general (epistemic) beliefs about teaching and learning that might influence SRL (beliefs related to SRL), and (2) more domain-specific beliefs about SRL (Hofer and Pintrich, 1997;Fives and Buehl, 2008;Moos and Ringdal, 2012;Spruce and Bol, 2015). While the relevance of domain-general beliefs related to SRL, such as beliefs about the nature of teaching and learning, have been approved by researches to influence teachers' general teaching practices (Staub and Stern, 2002), only a few studies indicated that such beliefs were related to SRL practices (Dignathvan Ewijk, 2016;Vosniadou et al, 2020). For example, it has been shown that constructivist beliefs are positively related to student-oriented practices such as the support of independent problem solving and even to the promotion of students' SRL (e.g., Kistner et al, 2015).…”

Section: Teachers Beliefs As Agents Of Srlmentioning

confidence: 99%

“…Teachers holding more positive beliefs toward SRL practices also believed that students could benefit from it and thus supported SRL in their classroom more frequently (Dignathvan Ewijk, 2016;De Smul et al, 2019). Several studies found a positive link between beliefs about SRL and (self-reported) implementation of SRL in classes (e.g., De Smul et al, 2018;Thomas et al, 2020;Vosniadou et al, 2020). Other studies reported that, while teachers expressed mostly positive beliefs about SRL, their support of SRL in classes was overall low (Perry et al, 2008;Spruce and Bol, 2015).…”

Section: Teachers Beliefs As Agents Of Srlmentioning

confidence: 99%

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Teachers’ Professional Competences in Self-Regulated Learning: An Approach to Integrate Teachers’ Competences as Self-Regulated Learners and as Agents of Self-Regulated Learning in a Holistic Manner

2020

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Competences in self-regulated learning (SRL) are important prerequisites for success in school and beyond. Teachers play a crucial role in students' development of SRL. When focusing on teachers' professional competences in SRL, their experiences as selfregulated learners and their competences as agents of SRL are important. At present, an integrative and holistic framework that combines these two important aspects of SRL with regard to teachers' professional competences in SRL is absent. First, this paper introduces a theoretical framework for teachers' professional competences and instructional practices in SRL that integrates teachers' competences as selfregulated learners with their competences as agents of SRL. This integrative approach allows for differentiated analyses of particular aspects of competences and creates the possibility to deeply understand the reasons why teachers do or do not promote SRL in classrooms. In the second part of this paper, the interplay of teachers' professional competences as self-regulated learners and agents of SRL, with their intention to implement SRL in classes and their self-reported SRL teaching practices, is examined using data provided by 106 in-service teachers from primary and secondary schools. We assessed teachers' professional knowledge about SRL (i.e., content knowledge about SRL [CK-SRL] and pedagogical content knowledge about SRL [PCK-SRL]) with two different knowledge tests. Teachers' beliefs (i.e., implicit theories about SRL and beliefs about promoting SRL) and their motivations (i.e., self-concept about one's SRL and self-efficacy to promote SRL) were assessed with self-report measures. We found that teachers had small to average amounts of CK-SRL and PCK-SRL. Teachers reported positive beliefs about and motivation toward SRL. Most importantly, the results highlight the significance of differentiating between teachers' competences as selfregulated learners and as agents of SRL when examining teachers' implementation of

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Section: Teachers' Beliefs As Self-regulated Learnersmentioning

confidence: 99%

Section: Teachers Beliefs As Agents Of Srlmentioning

confidence: 99%

Section: Teachers Beliefs As Agents Of Srlmentioning

confidence: 99%

Section: Teachers Beliefs As Agents Of Srlmentioning

confidence: 99%

See 2 more Smart Citations

Teachers’ Professional Competences in Self-Regulated Learning: An Approach to Integrate Teachers’ Competences as Self-Regulated Learners and as Agents of Self-Regulated Learning in a Holistic Manner

2020

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“…There are three phases to creating a rigorous scale: (1) item development, in which the theoretical importance and existence of the constructs are examined; (2) scale development, in which individual items are turned into a harmonious measuring construct; and (3) scale evaluation, in which the dimensionality, reliability, and validity of the construct are evaluated (Boateng, Neilands, Frongillo, Melgar-Quiñonez, & Young, 2018;Slavec & Drnovsek, 2012). BALT1 and BALT2 had undergone these three phases separately in the two previous studies (Vosniadou et al, under revision;Vosniadou et al, 2020). Responses to BALT3, as a combined scale, were also subjected to these steps as reported in this article.…”

Section: Statistical Proceduresmentioning

confidence: 96%

The development of an instrument to test pre‐service teachers’ beliefs consistent and inconsistent with self‐regulation theory

Darmawan

Vosniadou

Lawson

et al. 2020

Brit J of Edu Psychol

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Background. Students are more effective when they employ appropriate strategies to regulate their learning processes and outcomes. However, many teachers do not provide, or provide very little, explicit instructions to promote this self-regulated learning (SRL). This suggests that teachers' belief systems may include beliefs that may be inconsistent with SRL. Aims. This paper reported the validation of the 78-item Beliefs about Teaching and Learning (BALT) instrument designed to measure pre-service teachers' beliefs about learning and teaching with particular emphasis on SRL. Samples. Out of the 78 items included in the BALT instrument, 50 of them were administered in BALT 1 and 53 in BALT2 with 25 items administered in both surveys and were common to both instruments. The BALT 1 was administered to 430 pre-service teachers. BALT 2 was administered to 366 pre-service students. Methods. Confirmatory factor analysis and the Rasch model were used to investigate the unidimensionality of the scales and psychometric properties of the items. In addition, the summated rating scale procedure was used to create composite scores for the examination of the coexistence of beliefs both consistent and inconsistent with SRL. Results. Pre-service teachers expressed high overall agreement with items related to beliefs consistent with SRL and low agreement with items related to beliefs inconsistent with SRL. However, many of them also indicated high agreement with items related to beliefs in Transmissive Teaching. Conclusions. The study resulted in the development of a 58-item instrument, which was balanced with respect to the inclusion of SRL-consistent and SRL-inconsistent items. This study also provided evidence for the coexistence of pre-service teachers' beliefs in Constructive Teaching and Transmissive Teaching.

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How preparation-for-learning with a worked versus an open inventing problem affect subsequent learning processes in pre-service teachers

2022

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A worked-out or an open inventing problem with contrasting cases can prepare learners for learning from subsequent instruction differently regarding motivation and cognition. In addition, such activities potentially initiate different learning processes during the subsequent (“future”) learning phase. In this experiment (N = 45 pre-service teachers), we aimed to replicate effects of earlier studies on learning outcomes and, on this basis, to analyze respective learning processes during the future-learning phase via think-aloud protocols. The inventing group invented criteria to assess learning strategies in learning journals while the worked-example group studied the same problem in a solved version. Afterwards, the pre-service teachers thought aloud during learning in a computer-based learning environment. We did not find substantial motivational differences (interest, self-efficacy), but the worked-example group clearly outperformed their counterparts in transfer (BF+0 > 313). We found moderate evidence for the hypothesis that their learning processes during the subsequent learning phase was deepened: the example group showed more elaborative processes, more spontaneous application of the canonical, but also of sub-optimal solutions than the inventing group (BFs around 4), and it tended to focus more on the most relevant learning contents. Explorative analyses suggest that applying canonical solutions to examples is one of the processes explaining why working through the solution leads to higher transfer. In conclusion, a worked-out inventing problem seems to prepare future learning more effectively than an open inventing activity by deepening and focusing subsequent learning processes.

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Pre-service teachers’ beliefs about learning and teaching and about the self-regulation of learning: A conceptual change perspective

Cited by 51 publications

References 55 publications

Teachers’ Professional Competences in Self-Regulated Learning: An Approach to Integrate Teachers’ Competences as Self-Regulated Learners and as Agents of Self-Regulated Learning in a Holistic Manner

Teachers’ Professional Competences in Self-Regulated Learning: An Approach to Integrate Teachers’ Competences as Self-Regulated Learners and as Agents of Self-Regulated Learning in a Holistic Manner

The development of an instrument to test pre‐service teachers’ beliefs consistent and inconsistent with self‐regulation theory

How preparation-for-learning with a worked versus an open inventing problem affect subsequent learning processes in pre-service teachers

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