Preservice Science Teachers' Perspective and Practice After Self-Regulated Learning Professional Development

• In Event: Educator Experiences With Self-Regulated Learning

Abstract

The present study describes preservice science teachers’ (PSTs) perspectives and practices regarding self-regulated learning (SRL) after a short professional development program. The participants were 12 PSTs in a certification program for teaching secondary science. The data came from course assignments and semi-structured interviews. The results showed that the PSTs appreciated the role of SRL and had plans to integrate SRL processes into their science lessons. However, the PSTs needed more support with implementing SRL in the classroom. Implications from this study for teacher professional development programs are discussed.

Authors

• Hong H. Tran, University of Georgia - Athens

• Georgia Wood Hodges, University of Georgia

• Daniel K Capps, University of Georgia