How Pre-Service Teachers Learn: An Investigation of Motivation and Self-Regulation

Abstract

This study investigated the effect of using a self-assessment tool known as a Knowledge Survey (KS) on the motivation and self-regulation of thirty-four pre-service teachers in an introductory educational course. The pre-service teachers were provided with a 115-question KS during the first week of class to use as an independent study guide for a 14-week semester. Data collection included journals entries, observations and focus group interviews. The results provided evidence indicating that the use of KS contributed to an increase in the pre-service teachers’ motivation and ultimately improved their own learning through self-regulation. The pre-service teachers employed metacognitive and cognitive strategies to learn the content and skills required for the course through the KS, tracked the progress of this learning, and adjusted strategies as needed. https://doi.org/10.26803/ijlter.16.10.5