Teacher candidates' self-determined motivation to develop and implement self-regulated learning practices
Loading...
Date
2022
Authors
Brenner, Charlotte
Journal Title
Journal ISSN
Volume Title
Publisher
Al-Kindi
Abstract
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.
Description
Open access article. Creative Commons Attribution 4.0 International License (CC BY 4.0) applies
Keywords
Teacher candidates , Self-regulated learning , Motivation , Self-determination theory , Teacher education programs
Citation
Brenner, C. A. (2022). Teacher candidates' self-determined motivation to develop and implement self-regulated learning practices. British Journal of Teacher Education and Pedagogy, 1(3), 45-62. https://doi.org/10.32996/bjtep.2022.1.3.5