Abstract
Recent research efforts have established that self-regulated learning (SRL) is necessary for teachers to attain successful professional development. Our study addresses two central questions: under what conditions in preservice teachers' education can SRL processes be enhanced to the optimum level, and how can we assess these processes? The participants of the study were ninety-seven preservice teachers, who were engaged in real-time teaching in a video-digital Microteaching environment. Each participant was randomly assigned to one of two groups: reflective support (RS) for SRL or no support (NS) for SRL. Participants in the RS group were explicitly exposed to SRL aspects and were directed to address these aspects in their reflective discussions of the teaching experience. The SRL process was measured as an online event during real-time teaching exercises, based on a coding scheme developed for this study to identify and assess the SRL skills by two major aspects: metacognition (planning, information management, monitoring, debugging, and evaluating) and motivation (interest and value, self-efficacy, and teaching anxiety). Results indicate that the RS group outperformed the NS group in all SRL measures. Implications for reflective support for SRL and event measures of real-time observations of preservice teachers' SRL are discussed.
Highlights
The role of self-regulated learning (SRL) in education has drawn much attention recently to teachers’ training programs, in light of findings that learners lack the knowledge and skills needed to effectively manage their learning (e.g., [1])
This study addresses two questions: (1) what are the effects of reflective support (RS) in a video-digital Microteaching environment on the development of SRL skills? and (2) how can SRL be measured as an online event during a real-time teaching exercise?
Current research in the field of SRL deals with two central issues: the means by which learners control their own learning process and how this process may be assessed [2, 3]. This study addresses these issues, the role of reflective support of SRL in preservice teachers’ professional training
Summary
The role of self-regulated learning (SRL) in education has drawn much attention recently to teachers’ training programs, in light of findings that learners lack the knowledge and skills needed to effectively manage their learning (e.g., [1]). Cognition refers to simple strategies, problem solving, and critical thinking; metacognition refers to the ability to understand and monitor cognitive skills; motivation refers to learners’ interest level and the value they place on the task, as well as their beliefs and emotions regarding their capacity to learn. All of these aspects manifest themselves in a learning context (i.e., tasks), behaviors (i.e., time management), and learning conditions (i.e., group discussion). Metacognition allows individuals to plan goals, activate prior knowledge and allocate learning resources; manage information with optimal efficiency; monitor current knowledge and skill levels; debug their work by improving their understanding and correcting mistakes; reflect learning performance against an acquired standard
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