Investigating pre-service teachers' professional growth in self-regulated learning environments
Lecturer
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 SRL; F2F 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 SRL teachers exhibited the highest SRL ability (cognition, metacognition, motivation), pedagogical knowledge (designing a learning unit), and studentcentered learning perceptions (self-construction of knowledge).
Kramarski, B., & Michalsky, T. (2009).
Investigating pre-service teachers' professional growth in self-regulated learning environments. Journal of Educational Psychology, 101 (1), 161-175.
Last Updated Date : 23/02/2011