Teaching Self-Regulated Learning: Preservice Teachers Integrating Learning From Problems and Learning From Successes

• In Event: 61.085 - The Importance of Self-Regulation in Challenging Learning Environments

Abstract

Using a quasi-experimental design, we integrated systematic collective learning from problematic and successful experiences into teachers’ preparatory programs and examined how such learning affected preservice physics teachers’ capacity to teach students self-regulated learning (SRL). Results indicated that preservice teachers who contemplated both problematic and successful experiences improved more in their actual teaching of SRL strategies and in their actual arrangement of SRL environments, compared to preservice teachers who contemplated only problematic experiences. The current study suggests the need to integrate systematic collective learning from problematic and successful experiences into teachers’ preparatory programs as means of developing preservice teachers’ capacity to teach SRL.

Authors

• Tova Michalsky, Bar-Ilan University

• Chen Schechter, Bar-Ilan University