Preservice Teachers' Capacity to Teach Self-Regulated Learning: Effects of Different Degrees of Scaffolding Professional Vision

• In Event: 29.083 - Poster Session 4
  In Poster Session: 29.083-8 - Examining Synergistic Relationships Among Self-Regulated Learning and Motivational Variables

Abstract

Using a quasi-experimental design, the present study investigated the effects of three professional vision (PV) learning approaches for analysing video-cases of teaching self- regulated learning (SRL): (1) autonomous approach (Autonomous_PV), analysing video cases without any help, (2) hint approach (Hint_PV), preservice teachers got a hint for the event they needed to analyse and (3) guided approach (Guided_PV), preservice teachers got a popup notification of the relevant event. The findings demonstrated that the Hint_PV approach led to better performance on preservice teachers’ use of SRL in their actual teaching as measured directly (implicit/explicit SRL-promoting strategy instruction), and indirectly (construction of SRL-promoting environments).

Author

• Tova Michalsky, Bar-Ilan University