Literaturnachweis - Detailanzeige
| Autor/inn/en | Saariaho, Emmi; Pyhältö, Kirsi; Toom, Auli; Pietarinen, Janne; Soini, Tiina |
|---|---|
| Titel | Student Teachers' Self- and Co-Regulation of Learning during Teacher Education |
| Quelle | In: Learning: Research and Practice, 2 (2016) 1, S.44-63 (20 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 2373-5082 |
| DOI | 10.1080/23735082.2015.1081395 |
| Schlagwörter | Student Teachers; Independent Study; Preservice Teacher Education; Foreign Countries; Learning Strategies; Learning Processes; Learning Activities; Goal Orientation; Reflection; Finland |
| Abstract | Self-regulative learning skills are extremely important contributors in student teacher learning. Also, interest in co-regulation in learning as a facilitator for pupils' self-regulation skills and an ability to learn how to support peers' regulated learning has increased significantly during the past decade. Still, our understanding of student teachers' co- and self-regulative learning during their studies is shallow. This study aims to explore student teachers' self- and co-regulation of learning, including their elements and qualities embedded in various contexts of teacher education. In this study 19 primary school student teachers from a large research-based Finnish university were interviewed. The data were content analysed by applying an abductive strategy. The results showed that student teachers applied self-regulated learning more often than co-regulated learning, and that teaching practice provided a primary arena for regulative learning. Further investigation revealed that although self- and co-regulation had the same components, they differed in terms of the quality of regulation. Our findings suggest that co-regulated learning activities that involve peers and teacher educators reached a more profound and meaningful level when learning to become a teacher than learning activities involving self-regulated activities. (As Provided). |
| Anmerkungen | Taylor & Francis. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
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