The Influence of Student Teacher Self-Regulation of Learning on Their Curricular Content-Knowledge and Course-Design Skills

Autor/in	Shawer, Saad
Titel	The Influence of Student Teacher Self-Regulation of Learning on Their Curricular Content-Knowledge and Course-Design Skills
Quelle	In: Curriculum Journal, 21 (2010) 2, S.201-232 (32 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0958-5176
Schlagwörter	Student Teachers; Protocol Analysis; Achievement Tests; Data Analysis; Epistemology; Metacognition; English (Second Language); Second Language Learning; Second Language Instruction; Pedagogical Content Knowledge; Teaching Methods; Questionnaires; Measures (Individuals); High Achievement; Low Achievement; Language Teachers; Teacher Education; Test Reliability; Test Validity + Suchen Sie Ihr Suchwort? Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Auswertung; Erkenntnistheorie; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Pädagogische Kompetenz; Teaching method; Lehrmethode; Unterrichtsmethode; Fragebogen; Messdaten; Unterdurchschnittliche Leistung; Language teacher; Sprachunterricht; Lehrerausbildung; Lehrerbildung; Testreliabilität; Testvalidität
Abstract	This investigation examined the influence of EFL student teacher self-regulation of learning (SRL) on their curricular content-knowledge and course-design skills. Positivism guided this study at the levels of: ontology (one form of reality); epistemology (detachment from the subjects); and methodology, using nomothetic research strategy (causal comparative), instruments (questionnaires and tests) and data analysis techniques (planned and post-hoc ANOVAs and post-hoc tests of multiple comparisons). Results contradicted mainstream research on SRL since no differences were found between the low, average and high SRL groups in their curricular knowledge and course-design skills. The low achieving group included similar proportions of low, average and high SRL students; so did the average and high achieving groups. The study cast doubts on current SRL self-reporting measures and recommended think-aloud techniques for assessing student SRL while performing actual tasks. The study standardised an achievement test that professionals could use to measure curricular content-knowledge and course-design skills and proposed a new method for determining the weight of test objectives. (Contains 15 tables, 3 figures, and 1 note.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10