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Investigating Preservice Teachers' Professional Growth in Self-Regulated Learning Environments ARTICLE


Journal of Educational Psychology Volume 101, Number 1, ISSN 0022-0663


Educational reforms have suggested that the ability to self-regulate learning is essential for teachers' professional growth during their entire career as well as for their ability to promote these processes among students. This study observed teachers' professional growth along 3 dimensions: self-regulated learning (SRL) in pedagogical context, pedagogical knowledge, and perceptions of teaching and learning. The authors examined 194 preservice teachers' professional growth in 4 learning environments: e-learning (EL) and face-to-face (F2F) learning, either supported by SRL (EL + SRL; F2F + SRL) or unsupported by SRL (EL; F2F). SRL support was based on the IMPROVE metacognitive self-questioning method (B. Kramarski & Z. R. Mevarech, 2003). Mixed quantitative and qualitative analyses showed that preservice teachers in both supported SRL conditions outperformed their unsupported peers on all professional growth measures. Moreover, EL + SRL teachers exhibited the highest SRL ability (cognition, metacognition, motivation), pedagogical knowledge (designing a learning unit), and student-centered learning perceptions (self-construction of knowledge). (Contains 5 tables.)


Kramarski, B. & Michalsky, T. (2009). Investigating Preservice Teachers' Professional Growth in Self-Regulated Learning Environments. Journal of Educational Psychology, 101(1), 161-175. Retrieved October 22, 2018 from .

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