Preservice teachers' capacity to teach self-regulated learning: Integrating learning from problems and learning from successes

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    79 Scopus citations

    Abstract

    Using a quasi-experimental design, we integrated systematic learning from problematic and successful experiences into teachers' preparatory programs and examined how such learning affected preservice physics teachers' capacity to teach students self-regulated learning (SRL). Results indicated that preservice teachers who contemplated both problematic and successful experiences improved more in their actual teaching of SRL strategies and in their actual arrangement of SRL environments, compared to preservice teachers who contemplated only problematic experiences. The current study suggests the need to integrate systematic learning from problematic and successful experiences into teachers' preparatory programs as means of developing preservice teachers' capacity to promote students' SRL.

    Original languageEnglish
    Pages (from-to)60-73
    Number of pages14
    JournalTeaching and Teacher Education
    Volume30
    Issue number1
    DOIs
    StatePublished - Feb 2013

    Keywords

    • Learning from problems
    • Learning from successes
    • Self-regulated learning
    • Teacher education
    • Teaching SRL strategy

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