The Help-seeking from Social Capitals and Self-regulated Learning among Pre-service Teachers

Abstract

This study aims to investigate the help-seeking subjects for pre-service teachers in need of suggestions for practicum and to determine the prediction of pre-service teachers' social capitals for help-seeking on their self-efficacy for help-seeking and self-regulated learning. A total of 223 pre-service teachers, from a teacher education university at the middle of Taiwan, were invited to fill in the validated questionnaire in October 2015.The analytical results of this study by Chi-square Test achieve significant differences in the five types of help-seeking subjects for the pre-service teachers in need of suggestions for practicum. Another finding of this study by multiple regression analysis indicates that the scores of seeking help from faculties in practicum school and peer interns in practicum school can jointly predict self-efficacy for help-seeking This study concludes that the pre-service teachers preferred seeking help from family members, faculties in practicum school, classmates at university and peer interns in practicum school to university professors. Moreover, pre-service teachers perceived self-efficacy for help-seeking and self-regulated learning when seeking help from faculties and peer interns in practicum schools. Interestingly, peer interns in practicum school are considered as bonding social capital but maybe play a role of suggestion-provider, similar to bridging social capital during the practicum.

Constructing Teacher Identity: Pre-Service Teacher Resilience in School-based Practicum Experiences

“…They did help-seeking to get external assistance to deal with the issues, such as asking their peers, friends, home-room teacher, and tutor (P1, P4, and P5). These results were akin to the study from Liu (2016) relating to the willingness to help-seeking from the teachers and peers that had the same teaching practicum in the school.…”

“…From their experiences in overcoming the problems they faced in a teaching practicum in school, the pre-service teachers did reflection and help-seeking. Furthermore, pre-service teachers tended to ask their friends and peers about the solution and share their problems (P8 and P20), as also mentioned by Liu (2016) in his study about help-seeking among preservice teachers. Pre-service teachers did reflection and its results were used to solve their problems (Mumford & Dikilitaş, 2020).…”

Exploring the impact of self-regulated learning intervention on students' strategy use and performance in a design studio course

“…Teacher training studies (Dermitzaki & Kriekouki, 2017 ; Liu, 2016 ), found that experience sharing could be a potential SRL training method for students. Powers ( 2006 ) states that low-achieving design students are less likely to utilize goals to connect with peers, as a result of which they interact less with their peers as they deliberate on their studio performance.…”