Brenner, Charlotte

Permanent URI for this collection

https://hdl.handle.net/10133/6700

Browse

Browsing Brenner, Charlotte by Subject "Self-determination"

Now showing 1 - 2 of 2
  • No Thumbnail Available
    Item
    Examining teacher candidates' self-determined motivation to develop self-regulated learning promoting practices
    (Elsevier, 2024) Brenner, Charlotte
    The 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.
  • Thumbnail Image
    Item
    Self-regulated learning, self-determination theory and teacher candidates' development of competency-based teaching practices
    (Springer, 2022) Brenner, Charlotte
    Self-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.