Poster #28 - Preservice Teachers' Professional Vision for and Capacity to Teach Self-Regulated Learning: Effects of Scaffolding Level

• In Event: 63.088 - MTCC Poster Session 14
  In Poster Session: 63.088-5 - Research in Self-Regulated Learning

Abstract

This study investigated training effects for three professional-vision (PV) scaffolding levels on preservice teachers’ actual SRL-teaching. Three groups received differing scaffolding: hints for when (time-range) to analyze videotaped SRL-teaching; full-guidance via popup notifications for when and what to analyze; self-guidance (controls) for analyzing without help. Findings demonstrated best outcomes for the unique hinted PV scaffolding, both on PV-for-SRL-mapping during video-analysis and on actual high-school SRL-teaching (directly via implicit/explicit SRL-promoting strategy instruction). Results pinpointed benefit of autonomously identifying implicit aspects of SRL-teaching events within explicit timeframes, to nurture preservice teachers’ examination that effectively scaffold their students' SRL.

Author

• Tova Michalsky, Bar-Ilan University