Shaping self-regulation in science teachers' professional growth: Inquiry skills

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    Abstract

    This study examined 188 preservice science teachers' professional growth along three dimensions-self-regulated learning (SRL) in a science pedagogical context, pedagogical content knowledge, and self-efficacy in teaching science-comparing four learner-centered, active-learning, peer-collaborative environments for learning to teach higher order scientific-inquiry thinking. Three environments supported different SRL components using the "IMPROVE'' self-regulatory model: cognitive-metacognitive alone (CogMet), motivational alone (Mot), or all three components (CogMetMot). The fourth environment provided no SRL support. Findings indicated that preservice teachers in the three SRL-scaffolding conditions outperformed their unscaffolded peers on all professional growth measures: SRL (cognition, metacognition, motivation), pedagogical knowledge (declarative, procedural, conditional), and self-efficacy in teaching science. Moreover, the CogMetMot group exhibited the highest scores on all measures. Implications concern SRL scaffolding to enhance preservice science teachers' professional growth.

    Original languageEnglish
    Pages (from-to)1106-1133
    Number of pages28
    JournalScience Education
    Volume96
    Issue number6
    DOIs
    StatePublished - Nov 2012

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