Preservice science teachers’ self-regulation of teaching while planning and enacting classroom questions: a cross-case analysis

Abstract

ABSTRACT This multi-case study investigated preservice science teachers’ (PSTs) self-regulation of teaching. The participants were three secondary PSTs representing high, intermediate, and low abilities in self-regulated learning. The data came from classroom materials, classroom observations, classroom audio recordings, and semi-structured interviews. Findings showed that all three PSTs aimed for more student engagement in answering classroom questions, with the two more proficient self-regulated teachers engaging more of their students in answering questions. The PST who was best at self-regulating planning questions was also best at enacting questions. Similarly, the PST who was best at self-regulating planning and enacting questions asked a greater number of higher-level cognitive questions. Furthermore, the PST who asked the lowest number of higher-level cognitive questions was not effective at self-monitoring and self-evaluation and was less willing to enact strategies she had learned. This study illustrated the potential to improve PSTs’ questioning competency by fostering their self-regulated learning skills.