The role of beliefs in teacher candidates' development of self-regulated learning promoting practices

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Date
2023
Authors
Brenner, Charlotte
Journal Title
Journal ISSN
Volume Title
Publisher
Wiley
Abstract
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.
Description
Open access article. Creative Commons Attribution-NonCommercial-NoDerivs 4.0 International license (CC BY-NC-ND 4.0 DEED) applies
Keywords
Beliefs , Self-regulated learning , Teacher candidates , Teacher education programs
Citation
Brenner, C. A. (2023). The role of beliefs in teacher candidates' development of self-regulated learning promoting practices. Psychology in the Schools, 61(2). https://doi.org/10.1002/pits.23074