Preservice teachers' capacity to teach self-regulated learning: Integrating learning from problems and learning from successes |
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| Institution: | 1. Martin Luther University Halle-Wittenberg, Institute of Medical Sociology, Magdeburger Str. 8, 06112 Halle (Saale), Germany;2. Merseburg University of Applied Sciences, Department of Business and Information Sciences, Eberhard-Leibnitz-Str. 2, 06217 Merseburg, Germany;1. Department of Business and Economics, University of Southern Denmark, Campusvej 55, Odense M, 5230, Denmark;2. Department of Education Studies, The Ohio State University, 29 West Woodruff Avenue, Columbus, OH, 43210, USA;3. School of Educational Information Technology, Central China Normal University, Luoyu Road 152, Hongshan District, Wuhan, Hubei 430079, China |
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| Abstract: | Using a quasi-experimental design, we integrated systematic learning from problematic and successful experiences into teachers' preparatory programs and examined how such learning affected preservice physics teachers' capacity to teach students self-regulated learning (SRL). Results indicated that preservice teachers who contemplated both problematic and successful experiences improved more in their actual teaching of SRL strategies and in their actual arrangement of SRL environments, compared to preservice teachers who contemplated only problematic experiences. The current study suggests the need to integrate systematic learning from problematic and successful experiences into teachers' preparatory programs as means of developing preservice teachers' capacity to promote students' SRL. |
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