86 research outputs found
The âSelf-Regulated Learning Opportunities Questionnaire': a diagnostic instrument for teacher educators' professional development
Many recent studies have stressed the importance of studentsâ self-regulated learning (SRL) skills for successful learning. Although primary teacher educators are aware of the importance of SRL for their students, they often find it difficult to implement SRL opportunities in their teaching. To support teacher professional development, an SRL model was described in a previous theoretical study. In the present article, this SRL model is elaborated towards the âSRL Opportunities Questionnaireâ (SRLOQ) that can be applied by primary teacher educators as a diagnostic instrument for classroom settings. A four-phase research design is applied consisting of scale development, score validation, further validation of the SRLOQ in primary teacher education, and a confirmatory factor analysis. Finally, a single case study is described that illustrates the usefulness of the SRLOQ in classroom practice
Experience, theory, and practical wisdom in teaching and teacher education
In this contribution, we discuss what it means to be a professional teacher with practical wisdom, and how practical wisdom is related to theory and experience. These questions are especially relevant as nowadays, in many countries, teacher education becomes more school-based. Building on theories on the functioning of the human mind in general, and teacher behavior in particular, the notions of practical wisdom, theory, and experience are connected in a triangular model. We elaborate on the idea that each element can be an entry point for practices in teacher education, which brings discussion on the relationship between theory and practice in teacher education into a broader perspective. Several pedagogical approaches are discussed which help to link practical wisdom, theory, and experience within teacher education programs. © 2009 Taylor & Francis
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