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dc.contributor.authorLatva-aho, Jenni
dc.contributor.authorNäykki, Piia
dc.contributor.authorPyykkönen, Saara
dc.contributor.authorLaitinen-Väänänen, Sirpa
dc.contributor.authorHirsto, Laura
dc.contributor.authorVeermans, Marjaana
dc.date.accessioned2024-08-15T10:44:01Z
dc.date.available2024-08-15T10:44:01Z
dc.date.issued2024
dc.identifier.citationLatva-aho, J., Näykki, P., Pyykkönen, S., Laitinen-Väänänen, S., Hirsto, L., & Veermans, M. (2024). Pre-service teachers’ ways of understanding, observing, and supporting self-regulated learning. <i>Teaching and Teacher Education</i>, <i>149</i>, Article 104719. <a href="https://doi.org/10.1016/j.tate.2024.104719" target="_blank">https://doi.org/10.1016/j.tate.2024.104719</a>
dc.identifier.otherCONVID_233283256
dc.identifier.urihttps://jyx.jyu.fi/handle/123456789/96616
dc.description.abstractThis study explores pre-service teachers' (PSTs') ways of understanding, observing, and supporting self-regulated learning (SRL). The implementation of an open-ended questionnaire (N = 118) was followed by a qualitative analysis based on Zimmerman's SRL framework. The PSTs reflected on their understanding of the phases of SRL: forethought, performance, and reflection. The PSTs demonstrated a theoretical understanding of SRL but a weaker understanding of how to observe and support students' SRL skills and their development. The findings have practical implications for teacher education and teachers' professional development.en
dc.format.mimetypeapplication/pdf
dc.language.isoeng
dc.publisherElsevier
dc.relation.ispartofseriesTeaching and Teacher Education
dc.rightsCC BY 4.0
dc.subject.otherself-regulated learning
dc.subject.otherobserving self-regulated learning
dc.subject.othersupporting self-regulated learning
dc.subject.otherpre-service teachers
dc.subject.otherteacher education
dc.titlePre-service teachers’ ways of understanding, observing, and supporting self-regulated learning
dc.typearticle
dc.identifier.urnURN:NBN:fi:jyu-202408155500
dc.contributor.laitosKasvatustieteiden ja psykologian tiedekuntafi
dc.contributor.laitosOpettajankoulutuslaitosfi
dc.contributor.laitosFaculty of Education and Psychologyen
dc.contributor.laitosDepartment of Teacher Educationen
dc.type.urihttp://purl.org/eprint/type/JournalArticle
dc.type.coarhttp://purl.org/coar/resource_type/c_2df8fbb1
dc.description.reviewstatuspeerReviewed
dc.relation.issn0742-051X
dc.relation.volume149
dc.type.versionpublishedVersion
dc.rights.copyright© 2024 The Authors. Published by Elsevier Ltd.
dc.rights.accesslevelopenAccessfi
dc.relation.grantnumber358924
dc.subject.ysoammatillinen kehitys
dc.subject.ysooppiminen
dc.subject.ysoopettajat
dc.subject.ysoitsesäätely (psykologia)
dc.subject.ysoopettajankoulutus
dc.subject.ysotukeminen
dc.subject.ysohavainnointi
dc.format.contentfulltext
jyx.subject.urihttp://www.yso.fi/onto/yso/p13158
jyx.subject.urihttp://www.yso.fi/onto/yso/p2945
jyx.subject.urihttp://www.yso.fi/onto/yso/p1117
jyx.subject.urihttp://www.yso.fi/onto/yso/p14462
jyx.subject.urihttp://www.yso.fi/onto/yso/p10746
jyx.subject.urihttp://www.yso.fi/onto/yso/p9131
jyx.subject.urihttp://www.yso.fi/onto/yso/p8802
dc.rights.urlhttps://creativecommons.org/licenses/by/4.0/
dc.relation.doi10.1016/j.tate.2024.104719
dc.relation.funderResearch Council of Finlanden
dc.relation.funderSuomen Akatemiafi
jyx.fundingprogramOthers, AoFen
jyx.fundingprogramMuut, SAfi
jyx.fundinginformationThis study is a part of the Education for the Future (EDUCA) Flagship project (#358924), which is funded by the Research Council of Finland. This study also received funding from the National Network for Teacher Education Development and Research (KOPTUKE). The network of Finnish universities and universities of applied sciences had no involvement beyond funding.
dc.type.okmA1


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