Pre-service teachers as SRL agents : the interplay between their SRL skills and SRL direct promotion
Asadi, Goharshad (2025-06-24)
Asadi, Goharshad
G. Asadi
24.06.2025
© 2025 Goharshad Asadi. Ellei toisin mainita, uudelleenkäyttö on sallittu Creative Commons Attribution 4.0 International (CC-BY 4.0) -lisenssillä (https://creativecommons.org/licenses/by/4.0/). Uudelleenkäyttö on sallittua edellyttäen, että lähde mainitaan asianmukaisesti ja mahdolliset muutokset merkitään. Sellaisten osien käyttö tai jäljentäminen, jotka eivät ole tekijän tai tekijöiden omaisuutta, saattaa edellyttää lupaa suoraan asianomaisilta oikeudenhaltijoilta.
Julkaisun pysyvä osoite on
https://urn.fi/URN:NBN:fi:oulu-202506244931
https://urn.fi/URN:NBN:fi:oulu-202506244931
Tiivistelmä
Self-regulated learning (SRL) is among 21st-century skills and has been found to be beneficial for academic achievement and problem-solving. In classroom, SRL can be promoted directly or indirectly, and, from a socio-cognitive standpoint, teachers play a key role in its promotion and development of SRL skills in students. Research has demonstrated the positive effect of direct and explicit promotion of SRL on students' performance. Despite recognition of SRL promotion's importance, limited research has explored how teachers or pre-service teachers promote SRL and how their different skills influence this promotion. Using a mixed-methods approach, this study aims to explore, first, how pre-service teachers' SRL skills are correlated with their self-efficacy to promote SRL (SE-SRL); second, how pre-service teachers promote SRL directly in their lesson plans; and third, how their skills are associated with SRL direct promotion in lesson plans. Participants included 59 pre-service teachers enrolled in a teacher education program in Finland. Established SRL and SE-SRL self-report tools were used to collect quantitative data, while 35 collaboratively developed lesson plans provided qualitative data. Lesson plans were analyzed using a structured framework designed to identify different types and qualities of direct SRL promotion. A joint display analysis was employed to integrate quantitative and qualitative findings. The results revealed a significant positive correlation between SRL skills and SE-SRL. Regression analysis demonstrated that metacognitive and motivational SRL skills were significant predictors of SE-SRL. The majority of lesson plans included some form of direct SRL promotion, primarily through metacognitive reflection. The joint analysis did not reveal a consistent link between SRL skills, SE-SRL, and SRL direct promotion in teaching, highlighting the importance of pedagogical thinking and its role in SRL promotion. In summary, findings suggest the need for teacher education programs to plan comprehensive programs for empowering pre-service teachers in promoting SRL at different levels and via more various and explicit practices.
Kokoelmat
- Avoin saatavuus [38865]