A1 Refereed original research article in a scientific journal
Pre-service teachers’ ways of understanding, observing, and supporting self-regulated learning
Authors: Latva-aho, Jenni; Näykki, Piia; Pyykkönen, Saara; Laitinen-Väänänen, Sirpa; Hirsto, Laura; Veermans, Marjaana
Publisher: Elsevier
Publication year: 2024
Journal: Teaching and Teacher Education
Journal name in source: Teaching and Teacher Education
Article number: 104719
Volume: 149
ISSN: 0742-051X
eISSN: 1879-2480
DOI: https://doi.org/10.1016/j.tate.2024.104719(external)
Web address : https://doi.org/10.1016/j.tate.2024.104719(external)
Self-archived copy’s web address: https://research.utu.fi/converis/portal/detail/Publication/457389533(external)
This study explores pre-service teachers' (PSTs') ways of understanding, observing, and supporting self-regulated learning (SRL). The implementation of an open-ended questionnaire (N = 118) was followed by a qualitative analysis based on Zimmerman's SRL framework. The PSTs reflected on their understanding of the phases of SRL: forethought, performance, and reflection. The PSTs demonstrated a theoretical understanding of SRL but a weaker understanding of how to observe and support students' SRL skills and their development. The findings have practical implications for teacher education and teachers' professional development.
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Funding information in the publication:
This study is a part of the Education for the Future (EDUCA) Flagship project ( #358924 ), which is funded by the Research Council of Finland. This study also received funding from the National Network for Teacher Education Development and Research (KOPTUKE). The network of Finnish universities and universities of applied sciences had no involvement beyond funding.
