Preservice Teachers' Online Self-Regulated Learning: Does Digital Readiness Matter?

Autor/inn/en	Fuchs, Katharina; Pösse, Lisa; Bedenlier, Svenja; Gläser-Zikuda, Michaela; Kammerl, Rudolf; Kopp, Bärbel; Ziegler, Albert; Händel, Marion
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 kostenfreie Datei Verfügbarkeit
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 + Suchen Sie Ihr Suchwort? 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