Creating Self-Regulated Student Teachers at the University of Guyana: Strategies to Strengthen Student Teachers' Awareness and Learning Skills

Autor/in	Garraway, Yassanne
Titel	Creating Self-Regulated Student Teachers at the University of Guyana: Strategies to Strengthen Student Teachers' Awareness and Learning Skills
Quelle	(2023), (162 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Arizona State University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	979-8-3795-2624-5
Schlagwörter	Hochschulschrift; Dissertation; Foreign Countries; Undergraduate Students; Student Teachers; Student Teacher Attitudes; Knowledge Level; Independent Study; Teacher Effectiveness; Intervention; Action Research; Learning Strategies; Study Skills; Guyana + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Ausland; Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Wissensbasis; Selbststudium; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Projektforschung; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Studientechnik
Abstract	It is well documented in literature that student teachers must become self-regulated learners to be effective teachers. As self-regulated learners, teachers can pass these vital skills to their students. The aim of this study is to determine if my self-regulated learning awareness and development (SRLAD) intervention which focuses on teaching student teachers SRL strategies, could impact their academic performance. The literature reviewed shows that SRL strategies can be successfully taught to adult learners through interventions. This practical action research study utilizes a concurrent mixed-method research design. Quantitative data from a pretest/posttest and pre/post MSLQ and qualitative data from student reflective journals were collected simultaneously. The findings were then triangulated to answer the three research questions. Participants were 33 undergraduate teachers reading for their degree in early childhood and primary education at the University of Guyana, Berbice campus (UGBC). Data collected were analyzed using descriptive statistics such as mean and standard deviation and inferential statistics such as the repeated measures t-test and ANOVA. Major findings showed that student teachers were self-motivated and were able to select, assess, evaluate, and use appropriate SRL strategies to suit their learning needs and context. The SRLAD intervention had a meaningful impact on the academic performance of student teachers since they recognized the numerous benefits of incorporating SRL strategies to aid their learning and academic performance. They also realized that by consistently incorporating SRL strategies into their learning, they could become self-regulated learners and, more importantly, teach these skills to their students. As such, the SRLAD intervention should be a mandatory study skill course for all first-year student teachers at the University of Guyana. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01