Talking about teaching self-regulated learning: Scaffolding student teachers’ development and use of practices that promote self-regulated learning

Perry, Nancy E.; Hutchinson, Lynda R.; Thauberger, Carolyn

doi:10.1016/j.ijer.2007.11.010

Cited by 130 publications

(107 citation statements)

References 22 publications

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“…This may be one reason why the research in the field of diagnostic competence has been limited to the quality of teacher assessment. This has been investigated with respect to the accuracy or correctness of judgement (e.g., [44][45][46][47]). The research examined the correlation between teacher assessment and judgment using a standardized test instrument (e.g., [47][48][49][50][51]).…”

Section: Introductionmentioning

confidence: 99%

Exploring Chemistry Student Teachers’ Diagnostic Competence—A Qualitative Cross-Level Study

Tolsdorf

Markic

2017

Education Sciences

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Diagnostic competence is an important skill of professional teachers and is a part of Pedagogical Content Knowledge (PCK). Because increasing heterogeneity and diversity characterize our schools, diagnostic competence plays a prominent role in teacher pre-and in-service courses. At our university, two modules are focused on examining student teachers' diagnostic competence in chemistry. The present paper describes a cross-level case study analyzing three groups of student teachers in different phases of their university teacher training program. The study is based on a qualitative research study with a total of 108 participants. The results show both positive and negative developments in teacher trainees' diagnostic competence. They show that attitudes and beliefs about heterogeneity can be changed from a rather negative viewpoint to a more positive one. The results will be presented and discussed below. Suggestions for further development will be given.

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Section: Introductionmentioning

confidence: 99%

Exploring Chemistry Student Teachers’ Diagnostic Competence—A Qualitative Cross-Level Study

Tolsdorf

Markic

2017

Education Sciences

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“…Specifically, as part of "developing scientific learners", Mrs Malee helped students to develop SRL through modelling and scaffolding. Several other studies suggest that the teachers' use of modelling and scaffolding promotes students' SRL [5], [16]. Similarly, when Mrs Malee modelled how to manipulate the flame of a Bunsen burner, she scaffolded the students' learning by asking metacognitive questions that helped the students to develop their SRL in science.…”

Section: Discussionmentioning

confidence: 99%

“…Although research findings strongly support the importance of students' use of self-regulatory processes, few teachers effectively prepare students to learn on their own [9], [10]. Even though SRL is important for teachers, research suggests that teachers lack knowledge about how much and what kinds of support they need to provide their students in order to enhance their SRL capacities [5], [10]. That is, many teachers lack the knowledge and skills to promote SRL to enhance their students' learning [9], [10].…”

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confidence: 99%

Promoting Self-regulated Learning in Science: A Case Study of a Sri Lankan Secondary School Science Teacher

Jayawardena¹,

Kraayenoord²,

Carroll³

2017

IJIET

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Abstract-The literature highlights the importance of self-regulated learning (SRL) in fostering students' achievement. The research to date has paid little attention on developing in-service secondary school science teachers' practices that foster SRL. This paper reports on part of a larger study of senior secondary school teachers' practices used to foster science achievement and an examination of how these practices related to SRL. In this paper, the case study of one senior secondary school science teacher is presented. Classroom observations and a semi-structured interview were used to collect data. The case study teacher used several practices to help students to develop aspects of SRL, such as goal setting, modeling, scaffolding, and developing learner autonomy. However, teaching practices that are advocated for the development of SRL such as problem-solving and critical thinking were not prominent in her teaching practices. It seems that the overloaded science syllabus, limited resources were barriers for her to use teaching practices that foster SRL.

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“…The concept of students developing as independent, motivated, metacognitive and self-regulated learners has long been considered key to affecting learner gains (Perry, Hutchinson, & Thauberger, 2008). Within the context of instructional writing, students demonstrate selfregulatory learning habits when they (for example) select and plan their own topics and tasks, set and monitor themselves against personal learning goals, assume responsibility for seeking and using support necessary for addressing identified challenges, and are able to reflect on and articulate what they are doing, thinking about and achieving as they write or learn about writing (Perry & VandeKamp, 2000).…”

Section: Self-regulationmentioning

confidence: 99%

A summer reading programme

Cromie¹,

Fa'alogo²,

Gwilliam³

et al. 2017

set

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Talking about teaching self-regulated learning: Scaffolding student teachers’ development and use of practices that promote self-regulated learning

Cited by 130 publications

References 22 publications

Exploring Chemistry Student Teachers’ Diagnostic Competence—A Qualitative Cross-Level Study

Exploring Chemistry Student Teachers’ Diagnostic Competence—A Qualitative Cross-Level Study

Promoting Self-regulated Learning in Science: A Case Study of a Sri Lankan Secondary School Science Teacher

A summer reading programme

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