Brenner, Charlotte

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

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Browsing Brenner, Charlotte by Subject "Teacher education programs"

Now showing 1 - 3 of 3
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    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.
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    Teacher candidates' self-determined motivation to develop and implement self-regulated learning practices
    (Al-Kindi, 2022) Brenner, Charlotte
    Teaching 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.
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    The role of beliefs in teacher candidates' development of self-regulated learning promoting practices
    (Wiley, 2023) Brenner, Charlotte
    Self-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.