Preservice Teachers' Value for Learning-Strategy Instruction

Hamman, Douglas

doi:10.1080/00220979809604405

Cited by 15 publications

(13 citation statements)

References 16 publications

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“…Furthermore, we considered findings from U.S. studies (Clift et al, 1990; Hamman, 1998). As scientific knowledge we applied frequently-cited taxonomies such as that by Weinstein and Mayer (1986) and related approaches.…”

Section: Methodsmentioning

confidence: 99%

Preparing learners with partly incorrect intuitive prior knowledge for learning

Ohst¹,

Fondu²,

Glogger³

et al. 2014

Front. Psychol.

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Learners sometimes have incoherent and fragmented intuitive prior knowledge that is (partly) “incompatible” with the to-be-learned contents. Such knowledge in pieces can cause conceptual disorientation and cognitive overload while learning. We hypothesized that a pre-training intervention providing a generalized schema as a structuring framework for such knowledge in pieces would support (re)organizing-processes of prior knowledge and thus reduce unnecessary cognitive load during subsequent learning. Fifty-six student teachers participated in the experiment. A framework group underwent a pre-training intervention providing a generalized, categorical schema for categorizing primary learning strategies and related but different strategies as a cognitive framework for (re-)organizing their prior knowledge. Our control group received comparable factual information but no framework. Afterwards, all participants learned about primary learning strategies. The framework group claimed to possess higher levels of interest and self-efficacy, achieved higher learning outcomes, and learned more efficiently. Hence, providing a categorical framework can help overcome the barrier of incorrect prior knowledge in pieces.

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Section: Methodsmentioning

confidence: 99%

Preparing learners with partly incorrect intuitive prior knowledge for learning

Ohst¹,

Fondu²,

Glogger³

et al. 2014

Front. Psychol.

View full text Add to dashboard Cite

show abstract

“…Learners with higher self-concept, selfefficacy, or task value are often more advanced at difficult tasks, show deeper learning approaches, become more interested and deeply engrossed in their activities, set more challenging goals, and maintain a stronger commitment to those goals compared to students with lower self-efficacy (e.g., Mega et al, 2014;Schneider and Preckel, 2017;Karlen et al, 2019). Hamman (1998) reported a link between pre-service teachers' valuation and the degree of strategy use and instruction. Further, Paris and Winograd (2003) mentioned that teachers' strategic experiences, as well as their value for SRL, have implications on their capacity to elaborate upon the reasons for and value of using strategies that they introduce in their classes.…”

Section: Teachers' Motivation As Self-regulated Learnersmentioning

confidence: 99%

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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“…There may be other reasons. For example, teachers may not be convinced of the effectiveness of strategy training, or they may see themselves as not able to carry out instructional processes simply because of a lack of knowledge or inadequate training in the subject matter (Hamman 1998).…”

Section: Instruction In Learning Strategiesmentioning

confidence: 99%

The Effects of Learning Strategy Instruction on Achievement, Attitude, and Achievement Motivation in a Physics Course

2009

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This article reports on the influence of learning strategy instruction on student teachers' physics achievement, attitude towards physics, and achievement motivation. A pre-test/post-test quasi-experimental design with matching control group was used in the study. Two groups of student teachers (n=75) who were enrolled in an introductory physics course participated in the study. In the experimental group, questioning, summarizing, and graphic organizers were taught. The control group did not receive any presentation on strategy learning. Data were collected via the pre-and post-administration of the Physics Course Achievement Test, the Scale of Attitudes towards Physics, and the Achievement Motivation Scale. Univariate and multivariate analyses of variance on the data revealed no significant differences in the attitude and achievement motivation between the strategy and control groups. However, the strategy group students were observed to have a tendency of more positive attitude and motivation than the control group students. Results also showed that explicit learning strategy instruction was more effective than traditional instruction in improving physics achievement of the participating students. The implications of these results for physics education are discussed.

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Preservice Teachers' Value for Learning-Strategy Instruction

Cited by 15 publications

References 16 publications

Preparing learners with partly incorrect intuitive prior knowledge for learning

Preparing learners with partly incorrect intuitive prior knowledge for learning

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 Effects of Learning Strategy Instruction on Achievement, Attitude, and Achievement Motivation in a Physics Course

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