Investigating Preservice Teachers' Professional Growth in Self-Regulated Learning Environments

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    127 Scopus citations

    Abstract

    Educational reforms have suggested that the ability to self-regulate learning is essential for teachers' professional growth during their entire career as well as for their ability to promote these processes among students. This study observed teachers' professional growth along 3 dimensions: self-regulated learning (SRL) in pedagogical context, pedagogical knowledge, and perceptions of teaching and learning. The authors examined 194 preservice teachers' professional growth in 4 learning environments: e-learning (EL) and face-to-face (F2F) learning, either supported by SRL (EL + SRL; F2F + SRL) or unsupported by SRL (EL; F2F). SRL support was based on the IMPROVE metacognitive self-questioning method (B. Kramarski & Z. R. Mevarech, 2003). Mixed quantitative and qualitative analyses showed that preservice teachers in both supported SRL conditions outperformed their unsupported peers on all professional growth measures. Moreover, EL + SRL teachers exhibited the highest SRL ability (cognition, metacognition, motivation), pedagogical knowledge (designing a learning unit), and student-centered learning perceptions (self-construction of knowledge).

    Original languageEnglish
    Pages (from-to)161-175
    Number of pages15
    JournalJournal of Educational Psychology
    Volume101
    Issue number1
    DOIs
    StatePublished - Feb 2009

    Keywords

    • pedagogical knowledge
    • perceptions of teaching and learning
    • preservice teachers
    • professional growth
    • self-regulated learning

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