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Autor/inn/en | Fuchs, Katharina; Pösse, Lisa; Bedenlier, Svenja; Gläser-Zikuda, Michaela; Kammerl, Rudolf; Kopp, Bärbel; Ziegler, Albert; Händel, Marion |
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Titel | Preservice Teachers' Online Self-Regulated Learning: Does Digital Readiness Matter? |
Quelle | In: Education Sciences, 12 (2022), Artikel 272 (14 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Zusatzinformation | ORCID (Fuchs, Katharina) ORCID (Kammerl, Rudolf) ORCID (Ziegler, Albert) ORCID (Händel, Marion) |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
Schlagwörter | Preservice Teachers; Metacognition; Online Courses; Teacher Education Programs; Technological Literacy; Pedagogical Content Knowledge; Foreign Countries; Teacher Competencies; Student Attitudes; Faculty Development; Teacher Educators; Teaching Methods; Student Surveys; Kindergarten; Elementary Secondary Education; Learning Strategies; Germany Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Online course; Online-Kurs; Technisches Wissen; Pädagogische Kompetenz; Ausland; Lehrkunst; Schülerverhalten; Teacher education; Education; Lehrerausbildung; Lehrerbildung; Teaching method; Lehrmethode; Unterrichtsmethode; Schülerbefragung; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Deutschland |
Abstract | (1) Background: Teaching in today's schools asks teachers to foster self-regulated learning and digital competences in children and young people. In order to do so, teachers first need to acquire and use these competences themselves. (2) Methods: Based on a mixed-methods approach, the study investigates self-regulated learning in online courses of N = 129 preservice teachers at a German university. (3) Results and conclusions: Perceiving their digital readiness as generally high, preservice teachers appear to not overly self-regulate their learning in the online environment. Finally, preservice teachers' digital readiness was related only weakly to their online self-regulated learning. A discussion is offered which shows teacher education as a broader phenomenon and implies the need for professional development for teacher educators. Additionally, it is argued to link research on self-regulated learning more closely to research on online learning environments in teacher education. (As Provided). |
Anmerkungen | MDPI AG. Klybeckstrasse 64, 4057 Basel, Switzerland. e-mail: education@mdpi.com; e-mail: indexing@mdpi.com; Web site: https://www.mdpi.com/journal/education |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2024/1/01 |