Pre-service teachers’ ways of understanding, observing, and supporting self-regulated learning
| dc.contributor.author | Latva-aho, Jenni | |
| dc.contributor.author | Näykki, Piia | |
| dc.contributor.author | Pyykkönen, Saara | |
| dc.contributor.author | Laitinen-Väänänen, Sirpa | |
| dc.contributor.author | Hirsto, Laura | |
| dc.contributor.author | Veermans, Marjaana | |
| dc.date.accessioned | 2024-08-15T10:44:01Z | |
| dc.date.available | 2024-08-15T10:44:01Z | |
| dc.date.issued | 2024 | |
| dc.identifier.citation | Latva-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.other | CONVID_233283256 | |
| dc.identifier.uri | https://jyx.jyu.fi/handle/123456789/96616 | |
| dc.description.abstract | This 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.mimetype | application/pdf | |
| dc.language.iso | eng | |
| dc.publisher | Elsevier | |
| dc.relation.ispartofseries | Teaching and Teacher Education | |
| dc.rights | CC BY 4.0 | |
| dc.subject.other | self-regulated learning | |
| dc.subject.other | observing self-regulated learning | |
| dc.subject.other | supporting self-regulated learning | |
| dc.subject.other | pre-service teachers | |
| dc.subject.other | teacher education | |
| dc.title | Pre-service teachers’ ways of understanding, observing, and supporting self-regulated learning | |
| dc.type | article | |
| dc.identifier.urn | URN:NBN:fi:jyu-202408155500 | |
| dc.contributor.laitos | Kasvatustieteiden ja psykologian tiedekunta | fi |
| dc.contributor.laitos | Opettajankoulutuslaitos | fi |
| dc.contributor.laitos | Faculty of Education and Psychology | en |
| dc.contributor.laitos | Department of Teacher Education | en |
| dc.type.uri | http://purl.org/eprint/type/JournalArticle | |
| dc.type.coar | http://purl.org/coar/resource_type/c_2df8fbb1 | |
| dc.description.reviewstatus | peerReviewed | |
| dc.relation.issn | 0742-051X | |
| dc.relation.volume | 149 | |
| dc.type.version | publishedVersion | |
| dc.rights.copyright | © 2024 The Authors. Published by Elsevier Ltd. | |
| dc.rights.accesslevel | openAccess | fi |
| dc.relation.grantnumber | 358924 | |
| dc.subject.yso | ammatillinen kehitys | |
| dc.subject.yso | oppiminen | |
| dc.subject.yso | opettajat | |
| dc.subject.yso | itsesäätely (psykologia) | |
| dc.subject.yso | opettajankoulutus | |
| dc.subject.yso | tukeminen | |
| dc.subject.yso | havainnointi | |
| dc.format.content | fulltext | |
| jyx.subject.uri | http://www.yso.fi/onto/yso/p13158 | |
| jyx.subject.uri | http://www.yso.fi/onto/yso/p2945 | |
| jyx.subject.uri | http://www.yso.fi/onto/yso/p1117 | |
| jyx.subject.uri | http://www.yso.fi/onto/yso/p14462 | |
| jyx.subject.uri | http://www.yso.fi/onto/yso/p10746 | |
| jyx.subject.uri | http://www.yso.fi/onto/yso/p9131 | |
| jyx.subject.uri | http://www.yso.fi/onto/yso/p8802 | |
| dc.rights.url | https://creativecommons.org/licenses/by/4.0/ | |
| dc.relation.doi | 10.1016/j.tate.2024.104719 | |
| dc.relation.funder | Research Council of Finland | en |
| dc.relation.funder | Suomen Akatemia | fi |
| jyx.fundingprogram | Others, AoF | en |
| jyx.fundingprogram | Muut, SA | fi |
| jyx.fundinginformation | This 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.okm | A1 |
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