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Individual differences in student teachers' self-regulated learning : An examination of regulation configurations in relation to conceptions of learning to teach

By Maaike D. Endedijk, Mieke Brekelmans, Nico Verloop, Peter J C Sleegers and Jan D. Vermunt

Abstract

This study aimed at describing the individual differences in student teachers' self-regulated learning to teach in postgraduate professional teacher education programmes. Cross-sectional data were collected from 28 student teachers about their regulation activities and conceptions of learning to teach through open question logs from multiple learning experiences and interviews. The findings showed that the self-regulation activities of student teachers could be represented by five different configurations. In addition, it appeared that student teachers' regulation relate differently to their conceptions of learning then expected from the literature. The implications of these findings are discussed for a better understanding of the role of self-regulated learning in the professional development of student teachers. © 2013 Elsevier Inc

Topics: Conceptions of learning, Professional learning, Self-regulated learning, Student teachers, Social Psychology, Developmental and Educational Psychology, Education
Year: 2014
OAI identifier: oai:dspace.library.uu.nl:1874/307457
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