Preservice Teachers' Value for Learning-Strategy Instruction

Abstract

Classroom teachers rarely instruct students on how to approach learning tasks in a strategic manner. Teachers' neglect of strategy training may be linked to several factors, including perceived lack of value for providing strategy instruction. In 2 studies, 2 factors that may contribute to preservice teachers' perceived value for learning-strategy training were investigated with self-report questionnaires: (a) the extent to which preservice teachers use strategies during their own learning and (b) the influence of undergraduate education courses. The results indicated that value for strategy instruction was (a) related significantly to the use of some learning (r = .41) and self-regulation strategies (r = .53) and (b) enhanced by course content in an educational psychology course. The results are discussed in terms of recommendations for college-level teacher-training programs.