Self-regulated learning, self-determination theory and teacher candidates' development of competency-based teaching practices
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Date
2022
Authors
Brenner, Charlotte
Journal Title
Journal ISSN
Volume Title
Publisher
Springer
Abstract
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.
Description
Open access article. Creative Commons Attribution 4.0 International license (CC BY 4.0 DEED) applies
Keywords
Self-regulated learning , Self-determination , Motivation , Teacher candidates , Teacher education programs
Citation
Brenner, C. A. (2022). Self-regulated learning, self-determination theory and teacher candidates' development of competency-based teaching practices. Smart Learning Environments, 9(3). https://doi.org/10.1186/s40561-021-00184-5