In sum, the following general research questions are answered in this dissertation:
1. Which SRL principles for primary teacher education are distinguished in the
literature?
2. Which tool can assess primary student teachers’ SRL opportunities in educational
pre-service programs?
3. To what extent do student teachers’ use of metacognitive learning strategies
and motivation for learning change in a learning environment with increased
SRL opportunities?
Based on the research findings of the main study, it becomes obvious that teacher
educators require more informal learning trajectories to further implement SRL
opportunities in their learning programs. The elaboration of the SRL design principles
in online learning networks can support teacher educators’ search for a sufficient
balance between teacher- and student-centred learning, because online learning
networks are not limited by geography, space, or time. Rather, they can provide
experiences for extending learning beyond the classroom walls that can be applied
in classroom practice. This insight results in a closer investigation of the value of
online learning networks for further support of SRL implementation in primary
teacher education, resulting in a final fourth research question of this PhD research:
4. What is the value of online learning networks to support SRL implementation in
primary teacher education