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Teaching and Learning and Teacher Education
Mon, April 20, 12:25 to 1:55pm, Virtual RoomSession Type: Paper Session
Abstract
This paper session includes five studies that explore teaching and learning, teacher education (pre-service and in-service) and teacher effectiveness. Additional topics include metacognition and self-directed learning. Paper topics include, teachers’ cognitive support through guidance on children’s persistence and help-seeking behaviors, a systematic review of interventions used to facilitate higher education students’ self-regulation, an expanded discussion on Ajzen’s theory of planned behavior as it relates to complex, communal, pedagogical interventions; integrated reflection on students’ classroom behaviors during the practicum phase in physics teacher preparatory programs, and a research synthesis examining empirical studies of self-regulated learning (SRL) interventions and post-secondary students’ self-regulatory processes in online contexts.
Sub Unit
Chair
Papers
A Systematic Review of Interventions Targeting Self-Regulation in Higher Education - Kieran Balloo, University of Surrey; Ernesto Panadero, Universidad de Deusto; Naomi Winstone, University of Surrey
Effects of Teacher Cognitive and Motivational Support on Children's Persistence and Help-Seeking Across Cultures - Pablo E. Torres, University of Cambridge; Ros McLellan, University of Cambridge; David Whitebread, University of Cambridge
Integrating Video Analysis of Teacher and Student Behaviors to Promote Preservice Teachers Teaching Self-Regulated Learning - Tova Michalsky, Bar-Ilan University
Planned Pedagogical Change: Predictors of High Implementation - Laurie Faith, University of Toronto; Angela Pyle, University of Toronto - OISE
Postsecondary Students' Self-Regulation in Online Contexts: A Review of the Literature 2000–2019 - Binyu Yang, The George Washington University; Karen L. Kortecamp, The George Washington University