Examining teacher candidates' self-determined motivation to develop self-regulated learning promoting practices
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Date
2024
Authors
Brenner, Charlotte
Journal Title
Journal ISSN
Volume Title
Publisher
Elsevier
Abstract
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.
Description
Open access article. Creative Commons Attribution-NonCommercial-NoDerivs 4.0 International license (CC BY-NC-NC 4.0) applies
Keywords
Teacher candidates , Self-determination , Self-regulated learning , Motivation , Practicum
Citation
Brenner, C. A. (2024). Examining teacher candidates' self-determined motivation to develop self-regulated learning promoting practices. Social Sciences & Humanities Open, 10, Article 100942. https://doi.org/10.1016/j.ssaho.2024.100942