Literaturnachweis - Detailanzeige
| Autor/inn/en | Horn, Dorothea; Grötzbach, Daniel; Drechsel, Barbara |
|---|---|
| Titel | Fostering Preservice Teachers' Psychological Literacy by Counseling Pupils on Their Self-Regulated Learning -- Didactical Concept of a Theory-Practice Learning Setting and Insights into Preservice Teachers' Reflections |
| Quelle | In: Psychology Learning and Teaching, 20 (2021) 2, S.279-293 (15 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Zusatzinformation | ORCID (Horn, Dorothea) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1475-7257 |
| DOI | 10.1177/1475725720973517 |
| Schlagwörter | Preservice Teacher Education; Preservice Teachers; Independent Study; Psychological Patterns; Theory Practice Relationship; Experiential Learning; Psychology; Foreign Countries; Teacher Role; Seminars; Secondary Schools; School Counseling; Mentors; Student Journals; Student Attitudes; Program Effectiveness; Germany |
| Abstract | This report illustrates the didactical concept and implementation of a theory-practice learning setting where preservice teachers counsel pupils from local schools on their self-regulated learning. The learning setting is part of the preservice teachers' psychology curriculum embedded in their educational foundation studies and aims at fostering preservice teachers' psychological literacy; specifically, to reflect their own and other's behavior and to apply their psychological knowledge of learning and counseling principles into real-life counseling sessions. Besides describing the motivation behind the structure and content of the theory-practice learning setting, the report discusses results of a first qualitative analysis of the preservice teachers' learning journals, which function as a reflection tool and are part of the overall evaluation design. Results indicate that the practice task (counseling session) is a complex and demanding, yet instructive and rewarding, learning setting that fosters certain attributes of psychological literacy. Practical implications and further research endeavors are discussed. (As Provided). |
| Anmerkungen | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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