Article ID Journal Published Year Pages File Type
374130 Teaching and Teacher Education 2013 14 Pages PDF
Abstract

Using a quasi-experimental design, we integrated systematic learning from problematic and successful experiences into teachers' preparatory programs and examined how such learning affected preservice physics teachers' capacity to teach students self-regulated learning (SRL). Results indicated that preservice teachers who contemplated both problematic and successful experiences improved more in their actual teaching of SRL strategies and in their actual arrangement of SRL environments, compared to preservice teachers who contemplated only problematic experiences. The current study suggests the need to integrate systematic learning from problematic and successful experiences into teachers' preparatory programs as means of developing preservice teachers' capacity to promote students' SRL.

► Learning from problems and successes nurtures self-regulatory capacities. ► Learning from problems and successes develops capacity to promote students' SRL. ► Need to integrate learning from problems and successes into preparatory programs.

Related Topics
Social Sciences and Humanities Social Sciences Education
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