How Pre-Service Teachers Learn: An Investigation of Motivation and Self-Regulation
Keywords:
pre-service teachers; self-regulation; self-regulated learning; motivation; knowledge surveyAbstract
This study investigated the effect of using a self-assessment
tool known as a Knowledge Survey (KS) on the motivation and selfregulation of thirty-four pre-service teachers in an introductory
educational course. The pre-service teachers were provided with a 115-
question KS during the first week of class to use as an independent
study guide for a 14-week semester. Data collection included journals
entries, observations and focus group interviews. The results provided
evidence indicating that the use of KS contributed to an increase in the
pre-service teachers’ motivation and ultimately improved their own
learning through self-regulation. The pre-service teachers employed
metacognitive and cognitive strategies to learn the content and skills
required for the course through the KS, tracked the progress of this
learning, and adjusted strategies as needed.
https://doi.org/10.26803/ijlter.16.10.5
References
Alenazi, A. (2104). Understanding Pre-service Teachers' Self-assessment: The Case of Fraction Division (Doctoral dissertation). Retrieved from ProQuest Dissertations and Theses database. (Document ID 1564773522).
Bandura, A. (1997). Self-Efficacy: The Exercise of Control. New York, NY:W.H. Freeman and Company. https://doi.org/10.5860/choice.35-1826
Bembenutty, H., White, M., & Velez, M. (2015). Developing Self-regulation of Learning and Teaching Skills Among Teacher Candidates. Springer Briefs in Education. https://doi.org/10.1007/978-94-017-9950-8
Buzza, D., & Allinotte, T. (2013). Pre-service teachers’ self-regulated learning and their developing concepts of SRL. Brock Education, 23(1), 58–76. https://doi.org/10.26522/brocked.v23i1.353
Clauss, J., & Geedey, K. (2010). Knowledge Surveys: Students Ability to Self-Assess. Journal of the Scholarship of Teaching and Learning, 10(2), 14-24.
Conderman, G., & Bresnahan, V. (2010). Study Guides to the Rescue. Intervention in School and Clinic, 45 (3), 169-176. https://doi.org/10.1177/1053451209349532
Dembo, M. (2001). Learning to teach is not enough: Future teachers also need to learn how to learn. Teacher Education Quarterly, 28(4), 23–35.
Duncan, G., & McKeachie, J. (2005). The making of the Motivated Strategies for Learning Questionnaire. Educational Psychologist, 40(2), 117-128.https://doi.org/10.1207/s15326985ep4002_6
Edge, C. (2015). On the nature of experience in the education of prospective teachers: A philosophical problem. International Journal of Learning, Teaching and Educational Research, 13(1), 29-41.
Ekeke, H., & Telu, J. (2016). Improving Self-Regulated Learning Style Amongst Students. International Journal of Secondary Education. Special Issue: Teaching Methods and Learning Styles in Education, 3(6-1), 72-76.https://doi.org/10.11648/j.ijsedu.s.2015030601.12
Harmes K., Huijser H., & Danager P. (2015). Myths in Education, Learning and Teaching: Policies, Practices and Principles. Basingstoke: Palgrave Macmillan. https://doi.org/10.1057/9781137476982
Hayes, S., Uzuner-Smith, S., & Shea, P. (2015). Expanding learning presence to account for the direction of regulative intent: self-, co-and shared regulation in online learning. Online Learning, 19, 1-19. https://doi.org/10.24059/olj.v19i3.666
Jaafar, S., Awaludin, N., & Bakar, N. (2014). Motivational and self-regulated learning components of classroom academic performance. In E-proceeding of the Conference on Management and Muamalah, 128-135.
Fernandez-Rio, J., Cecchini, J., Méndez-Gimenez, A., Mendez-Alonso, D. & Prieto, J. (2017). Self-regulation, cooperative learning, and academic self-efficacy: Interactions to prevent school failure. Frontiers in Psychology, 8,1-10. https://doi.org/10.3389/fpsyg.2017.00022
Nelson, T., & Narens, L. (1994). Why investigate metacognition. In J. Metcalfe & A.P. Shimamura (Eds.), Metacognition: Knowing about Knowing. Cambridge, MA: MIT Press.
Nuhfer, E., & Knipp, D. (2003). The knowledge survey: A tool for all reasons. To Improve the Academy, 21 ,59. https://doi.org/10.1002/j.2334-4822.2003.tb00381.x
Panadero, E., & Alonso-Tapia, J. (2014). How do students self-regulate? Review of Zimmerman's cyclical model of self-regulated learning. Anales De Psicologia, 30(2), 450–462. http://dx.doi.org/10.6018/analesps.30.2.167221
Pintrich, P., & De Groot, E. (1990). Motivational and self-regulated leaning components of classroom academic performance. Journal of Educational Psychology, 82, 33-40. https://doi.org/10.1037//0022-0663.82.1.33
Pintrich, P. (2002). The role of metacognitive knowledge in learning, teaching, and assessing. Theory into Practice, 41(4), 219-225. https://doi.org/10.1207/s15430421tip4104_3
Schunk, D. (2001). Self-regulation through goal setting. ERIC: CASS Digest, 1–4.
Randi, J. (2004). Teachers as Self-Regulated Learners. Teachers College Record, 106, 1825-1853. https://doi.org/10.1111/j.1467-9620.2004.00407.x
Ryan, K., & Cooper, J. (2010). Those who can, teach (12th ed.). Boston: Wadsworth Cengage.
Wirth, K., & Perkins, D. (2005). Knowledge surveys: An indispensable course designand assessment tool. Innovations in the Scholarship of Teaching and Learning, 1-12.
Zimmerman, B. (2000). Self-efficacy: An essential motive to learn. Contemporary Educational Psychology 25(1), 82–91. https://doi.org/10.1006/ceps.1999.1016
Zimmerman, B. (2008). Investigating self–regulation and motivation: Historical background, methodological developments, and future prospects. American Educational Research Journal, 45, 166-183. https://doi.org/10.3102/0002831207312909
Downloads
Published
Issue
Section
License
Copyright (c) 2017 Ali A. Alenazi
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
All articles published by IJLTER are licensed under a Creative Commons Attribution Non-Commercial No-Derivatives 4.0 International License (CCBY-NC-ND4.0).
