Integrating Video Analysis of Teacher and Student Behaviors to Promote Preservice Teachers Teaching Self-Regulated Learning

• In Event: Teaching and Learning and Teacher Education

Abstract

Using a quasi-experimental design, the present study integrated reflection on students' classroom behaviors during the practicum phase in physics teacher preparatory programs, as a complementary approach to the more traditional systematic reflection on teachers' classroom behavior. The results indicated that learning from teachers’ and students’ behaviors improved pre-service teachers’ actual teaching of self-regulated learning (SRL) strategies more compared to the control groups’ teachers' classroom behavior. The study offers an important contribution to pre-service teacher training, focusing on improving teachers' SRL professional vision process (noticing/describing/explaining/predicting) and teaching SRL both as measured (implicit/explicit SRL-promoting strategy instruction) and indirectly (construction of SRL-promoting environments).

Author

• Tova Michalsky, Bar-Ilan University