Brenner, Charlotte
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- ItemExamining teacher candidates' self-determined motivation to develop self-regulated learning promoting practices(Elsevier, 2024) Brenner, CharlotteThe development of self-regulated learning leads to positive academic, social, and emotional outcomes for learners. For many educators, teaching towards self-regulated learning is challenging. This study investigated contextual and motivational features within teacher education programs that support or hinder teacher candidates’ motivation to development self-regulated learning practices. Zimmerman’s model of self-regulated learning (2008), along with Perry, Hutchinson, and Thauberger’s (2008) descriptions of self-regulated learning practices and Ryan and Deci’s (2017) self-determination theory informed this process. Codes and categories drawn from interviews, documents, and in-class observations and reported upon in previously published work was analyzed to identify themes that are supportive or constraining of teacher candidates’ motivation to develop practices that foster self-regulated learning in the classroom. Results reveal five themes: (a) opportunities for teacher candidates to see their school mentors’ formation of classroom participation structures, (b) the provision of freedom for teacher candidates to experiment with practices along with in-situ scaffold support, (c) adequate support for teacher candidates to integrate self-regulated learning content into their practice, (d) teacher candidates’ perceptions of alignment across their learning experiences, and (e) adequate time and support for teacher candidates to establish relationships in their practicum settings.
- ItemSelf-regulated learning, self-determination theory and teacher candidates' development of competency-based teaching practices(Springer, 2022) Brenner, CharlotteSelf-regulated promoting practices foster students’ development of metacognition, motivation and strategic action. These underlying learning competencies improve students' academic, social, emotional and career outcomes. Although beneficial, the development of self-regulated promoting practices is challenging, particularly for teacher candidates. This article describes self-regulated learning practices and how motivational supports for teacher candidates' self-determined motivation creates contextual conditions that foster teacher candidates’ development of these practices. The article concludes with suggestions for future research.
- ItemTeacher candidates' self-determined motivation to develop and implement self-regulated learning practices(Al-Kindi, 2022) Brenner, CharlotteTeaching towards self-regulated learning (SRL) is complex and involved the development of skills and sustained motivation. This study examined teacher candidates' (TCs') identification of supports and constraints for their self-determined motivation to develop SRL practices. Findings from one case within a qualitative, longitudinal study of four teacher candidates enrolled in a teacher education program (TEP) focused on SRL in Canada are presented. Supports and constraints for this TC's self-determined motivation in relation to her development and implementation of self-regulated promoting practices are identified and discussed from the prespective of SRL and self-determination theory. The data analyzed included: a questionnaire, interviews, documents, and in-class observations. The finding reveals detailed descriptive codes and categories for SRL and management practices, as well as codes related to TCs' motivational constraints and affordances for their development of SRL practices.
- ItemThe role of beliefs in teacher candidates' development of self-regulated learning promoting practices(Wiley, 2023) Brenner, CharlotteSelf-regulated learning (SRL)-promoting practices enhance students' positive academic, social, and emotional development. While effective, these practices are complex and often difficult for teacher candidates (TCs) to learn and implement. This theoretical review presents the benefits and challenges of SRL-promoting practices and examines how TCs' beliefs about SRL are implicated in their development and implementation of these practices. Conditions within teacher education programs that attend to TCs' beliefs about these practices are examined and suggestions are provided for further research in the area of TCs' beliefs and their development of teaching practices that promote SRL.
- ItemThriving on challenge: examining one teacher's views on sources of support for motivation and well-being(University of Western Ontario, 2015) Perry, Nancy E.; Brenner, Charlotte; Collie, Rebecca J.; Hofer, GigiAlarmingly high rates of teacher attrition exist in contexts designed for students with considerable needs, such as in alternative education programs serving marginalized youth. Research has linked teachers’ levels of motivation and well-being to their effectiveness and retention. Consequently, we explore what distinguishes teachers who thrive in contexts others find taxing. Specifically, we investigate whether and how their motivation and well-being support their teaching effectiveness. As part of a larger case study of an alternative education program for youth who haven’t found success in mainstream schools, this article reports a semi-structured interview asking whether and how one teacher’s perceived autonomy, belonging, and competence support other facets of his motivation (e.g., teaching efficacy) and his well-being (i.e., constructive responses to potentially stressful events.) Plentiful evidence was found to link our researcher-derived constructs from self-determination theory to the teacher’s professional experiences in general, and to his work with youth in particular, indicating that our conceptual framework is an authentic representation of his experience. Implications for theory and research are discussed.