Professional Learning for Preservice Science Teachers: Shifts in Teachers' Self-Regulated Learning Practice and Questioning Skills (Poster 38)

• In Event: AERA Poster Session Ten
  In Poster Session: Studying and Self-Regulated Learning SIG Poster Session

Abstract

This multi-case study investigated preservice science teachers’ (PST) self-regulation of teaching. The participants were three PSTs representing low, intermediate, and high self-regulated learners in a certification program for teaching secondary science. Research data came from classroom materials, semi-structured interviews about planning classroom questions, classroom observations, classroom audio recordings, and semi-structured interviews about enacting questions. Findings show that during student teaching, even though the struggles and improving paths of each case were unique, the quality of their self-regulated learning (SRL) practice and teacher questioning all increased. The research elicits PSTs’ SRL practice in the context of planning and enacting classroom questions and suggests a new approach to optimize PSTs’ questioning skills.

Authors

• Hong H. Tran, Purdue University
  Presenting Author

• Timothy J. Cleary, Rutgers University
  Non-Presenting Author

• Daniel K. Capps, University of Georgia
  Non-Presenting Author