Teacher Candidates’ Self-Determined Motivation to Develop and Implement Self-Regulated Learning Practices

C. Brenner
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引用次数: 1

Abstract

Teaching towards self-regulated learning (SRL) is complex and involves 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 perspective 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.
教师候选人发展和实施自我调节学习实践的自主动机
自我调节学习(SRL)的教学是复杂的,涉及技能和持续动机的发展。本研究考察了教师候选人(tc)对发展SRL实践的自我决定动机的支持和约束的识别。本文介绍了一项针对加拿大教师教育计划(TEP)中四名教师候选人进行的定性纵向研究的结果。本文从SRL和自我决定理论的角度,确定并讨论了该培训师在发展和实施自我调节的促进实践中自我决定动机的支持和制约因素。分析的数据包括:问卷调查、访谈、文献和课堂观察。这一发现揭示了SRL和管理实践的详细描述性代码和类别,以及与tc的动机约束和SRL实践发展的支持相关的代码。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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