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ORIGINAL RESEARCH article

Front. Educ.
Sec. Teacher Education
Volume 9 - 2024 | doi: 10.3389/feduc.2024.1451314
This article is part of the Research Topic Fostering self-regulated learning View all 6 articles

Helping teacher education students' understanding of self-regulated learning and how to promote self-regulated learning in the classroom

Provisionally accepted
Helen Stephenson Helen Stephenson 1,2*Michael J. Lawson Michael J. Lawson 3Lan-Anh Nguyen-Khoa Lan-Anh Nguyen-Khoa 4Sean Kang Sean Kang 4Stella Vosniadou Stella Vosniadou 3Carolyn Murdoch Carolyn Murdoch 4Lorraine Graham Lorraine Graham 4Emily White Emily White 4
  • 1 Helen Stephenson, Adelaide, Australia
  • 2 Education Futures, University of South Australia, Adelaide, Australia
  • 3 College of Education, Psychology and Social Work, Flinders University, Bedford Park, South Australia, Australia
  • 4 Faculty of Education, The University of Melbourne, Melbourne, Australia

The final, formatted version of the article will be published soon.

    This research investigated the details and effects of a short online Professional Learning Program designed to develop teacher education students' knowledge about how to promote self-regulated learning (SRL) in the classroom. The Program was based on a new framework for how teachers can promote SRL, the SRL Teacher Promotion Framework (SRL-TPF), which focused on the promotion of SRL strategies, students' knowledge about learning, and students' metacognition. It consisted of seven modules describing the different SRL promotion types and SRL capabilities and ways to promote them through teacher talk and action. Modules included written information and video examples taken from observations of real classrooms, which were used to illustrate the transfer of SRL theory to instructional practice. Each module concluded with several assessment items. During the Program the participants, 91 teacher education students, were asked to take the role of researchers and use a simplified scoring system based on the SRL-TPF to code lesson transcripts taken from classroom observations. The results showed that by the end of the program over 85% of the participants were able to provide teacher instructions that included explicit SRL promotion and/or promoted students' SRL knowledge.

    Keywords: self-regulated learning promotion, teacher education student, SRL strategies, SRL capabilities, knowledge and beliefs about learning

    Received: 19 Jun 2024; Accepted: 09 Sep 2024.

    Copyright: © 2024 Stephenson, Lawson, Nguyen-Khoa, Kang, Vosniadou, Murdoch, Graham and White. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) or licensor are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.

    * Correspondence: Helen Stephenson, Helen Stephenson, Adelaide, Australia

    Disclaimer: All claims expressed in this article are solely those of the authors and do not necessarily represent those of their affiliated organizations, or those of the publisher, the editors and the reviewers. Any product that may be evaluated in this article or claim that may be made by its manufacturer is not guaranteed or endorsed by the publisher.