The role of beliefs in teacher candidates' development of self-regulated learning promoting practices

被引：0

作者：

Brenner, Charlotte A. ^{[1
,2
]}

机构：

[1] Univ Lethbridge, Fac Educ, Lethbridge, AB, Canada

[2] Univ Lethbridge, Fac Educ, 4401 Univ Dr, Lethbridge, AB T1K 3M4, Canada

来源：

PSYCHOLOGY IN THE SCHOOLS | 2024年 / 61卷 / 02期

关键词：

beliefs; self-regulated learning; teacher candidates; BEHAVIORAL-REGULATION; STUDENT-TEACHERS; CLASSROOM; LITERACY; VALIDATION; PRESERVICE; CONTEXTS; INQUIRY; MATH;

D O I：

10.1002/pits.23074

中图分类号：

G44 [教育心理学];

学科分类号：

0402 ; 040202 ;

摘要：

Self-regulated learning (SRL)-promoting practices enhance students' positive academic, social, and emotional development. While effective, these practices are complex and often difficult for teacher candidates (TCs) to learn and implement. This theoretical review presents the benefits and challenges of SRL-promoting practices and examines how TCs' beliefs about SRL are implicated in their development and implementation of these practices. Conditions within teacher education programs that attend to TCs' beliefs about these practices are examined and suggestions are provided for further research in the area of TCs' beliefs and their development of teaching practices that promote SRL. Self-regulated learning (SRL)-promoting practices foster positive social, emotional, and academic student outcomes.Attending to teacher candidates' (TCs) beliefs about SRL within teacher education programs fosters TCs' development of these practices.TCs' self-efficacy to implement SRL practices is fostered through the provision of activities that promote metacognitive thought.

引用

页码：647 / 656

页数：10

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