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Article: Student-teachers’ self-efficacy for instructing self-regulated learning in the classroom

TitleStudent-teachers’ self-efficacy for instructing self-regulated learning in the classroom
Authors
KeywordsTeacher self-efficacy
Instruction of self-regulated learning
Student-teachers
Self-regulated learning
Teacher training curriculum
Issue Date2020
PublisherRoutledge. The Journal's web site is located at http://www.tandf.co.uk/journals/titles/02607476.asp
Citation
Journal of Education for Teaching, 2020, v. 46 n. 1, p. 120-123 How to Cite?
AbstractWhile promotion of self-regulated learning (SRL) as an important educational innovation has elicited much interest in recent years, SRL researchers have paid relatively little attention to issues concerning the competence required for teachers to create self-regulated learning environments in the second language classroom particularly in the practicum context. This study, which involves student teachers who were carrying out one semester's practice teaching, aims to investigate the self-efficacy beliefs these student teachers embraced for implementing SRL in the English as a foreign language (EFL) classroom. Two surveys investigating student teachers’ self-efficacy for instructing SRL in classrooms and their self-efficacy for self-regulating their studies in the university teacher training program were administered to 128 student teachers. Results of this study suggest that it is imperative for school-based mentors to scaffold student teachers to SRL principles and application of SRL strategies while they engage in practice teaching during the practicum. The study also highlights a pressing need to include instruction of SRL in the university teacher training curriculum to foster self-regulated approaches to teaching and learning.
Persistent Identifierhttp://hdl.handle.net/10722/284623
ISSN
2019 Impact Factor: 1.483
2015 SCImago Journal Rankings: 0.731
ISI Accession Number ID

 

DC FieldValueLanguage
dc.contributor.authorGan, Z-
dc.contributor.authorLiu, F-
dc.contributor.authorYang, CCR-
dc.date.accessioned2020-08-07T09:00:18Z-
dc.date.available2020-08-07T09:00:18Z-
dc.date.issued2020-
dc.identifier.citationJournal of Education for Teaching, 2020, v. 46 n. 1, p. 120-123-
dc.identifier.issn0260-7476-
dc.identifier.urihttp://hdl.handle.net/10722/284623-
dc.description.abstractWhile promotion of self-regulated learning (SRL) as an important educational innovation has elicited much interest in recent years, SRL researchers have paid relatively little attention to issues concerning the competence required for teachers to create self-regulated learning environments in the second language classroom particularly in the practicum context. This study, which involves student teachers who were carrying out one semester's practice teaching, aims to investigate the self-efficacy beliefs these student teachers embraced for implementing SRL in the English as a foreign language (EFL) classroom. Two surveys investigating student teachers’ self-efficacy for instructing SRL in classrooms and their self-efficacy for self-regulating their studies in the university teacher training program were administered to 128 student teachers. Results of this study suggest that it is imperative for school-based mentors to scaffold student teachers to SRL principles and application of SRL strategies while they engage in practice teaching during the practicum. The study also highlights a pressing need to include instruction of SRL in the university teacher training curriculum to foster self-regulated approaches to teaching and learning.-
dc.languageeng-
dc.publisherRoutledge. The Journal's web site is located at http://www.tandf.co.uk/journals/titles/02607476.asp-
dc.relation.ispartofJournal of Education for Teaching-
dc.subjectTeacher self-efficacy-
dc.subjectInstruction of self-regulated learning-
dc.subjectStudent-teachers-
dc.subjectSelf-regulated learning-
dc.subjectTeacher training curriculum-
dc.titleStudent-teachers’ self-efficacy for instructing self-regulated learning in the classroom-
dc.typeArticle-
dc.identifier.emailYang, CCR: rccyang@hku.hk-
dc.description.naturelink_to_subscribed_fulltext-
dc.identifier.doi10.1080/02607476.2019.1708632-
dc.identifier.scopuseid_2-s2.0-85078615142-
dc.identifier.hkuros312608-
dc.identifier.volume46-
dc.identifier.issue1-
dc.identifier.spage120-
dc.identifier.epage123-
dc.identifier.isiWOS:000506142700001-
dc.publisher.placeUnited Kingdom-

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