Self-regulated learning of Natural Sciences and Mathematics future teachers: Learning strategies, self-efficacy, and socio-demographic factors

Ângela Regina Dos Reis Arcoverde,Taylor W Acee,Natália Moraes Góes,Evely Boruchovitch

doi:10.1186/s41155-021-00203-x

Abstract

Teacher education programs should have as one of their purposes the promotion of self-regulatory skills for learning among students who aspire to be teachers so that they can take a leading role in their learning and foster these skills in their future students. Considering the importance of knowing what students in teacher education programs do to study and learn, as well as how efficacious they feel to deal with academic demands, this study is part of a larger research and aims to investigate the learning and study strategies and self-efficacy for learning beliefs of 220 students enrolled in teacher education programs in Biological Sciences, Chemistry, Physics and Mathematics of a Higher Education Institution in the state of Piauí, and examine them in relation to age, gender, licentiate area, and course semester. Brazilian translations of the Learning and Study Strategies Inventory (LASSI — Third Edition) and the Self-efficacy for Learning Form were used for data collection. Scales were administered in the classrooms both through online platforms and in paper and pencil. Nonparametric inferential statistical approaches were used to test hypotheses regarding group differences. Statistically significant differences were found in LASSI in relation to gender, licentiate area, and course semester. Overall, students in Physics dealt better with anxiety; in Mathematics showed more favorable attitudes towards learning; in Chemistry reported managing their time better; in Biological Science showed significantly lower scores on many scales than did other students. Findings from this study could help inform curricular design decisions regarding teacher education programs and inform the design of interventions to strengthen the learning and study strategies and the self-efficacy for learning beliefs of future teachers.

Highlights

The tweny-first century is characterized by many changes in the educational system and inevitable transformations in the role of the school and the functions of teachers
Research questions To what extent do undergraduate students majoring in Biological Sciences, Chemistry, Physics, and Mathematics report using learning and study strategies and holding robust beliefs of self-efficacy for learning?
This study aimed to investigate the learning and study strategies and self-efficacy for learning beliefs of students pursuing a licentiate degree in Biological Sciences, Chemistry, Physics, or Mathematics, and examine them in relation to age, gender, licentiate area, and course semester

Summary

Introduction

The tweny-first century is characterized by many changes in the educational system and inevitable transformations in the role of the school and the functions of teachers. Teachers need to create new ways of teaching to better promote students’ learning (Birbal et al, 2018; Coutinho & Miranda, 2019; Guimarães et al, 2021). To face these challenges, training is needed to support teaching practice. The fundamental role of teacher education programs in promoting and improving the knowledge and skills of future teachers is well acknowledged (Coutinho & Miranda, 2019; Gatti, 2016; Stein & Stein, 2016). Teachers must master scientific and specific theoretical knowledge, but they must acquire methods and strategies that can help their students become agents of their own learning (Coutinho & Miranda, 2019; Gatti, 2016; Pozo & Crespo, 2009)

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