Developing Self-regulation of Learning and Teaching Skills Among Teacher Candidates (SpringerBriefs in Education)

During the last several decades, self-regulation of learning has permeated all areas of learning and development, including teaching preparation programs. Self-regulatory competences are essential for successful academic achievement and performance. This book is written for teacher candidates to believe that if they heard a call to teach, they can see in each paragraph of this book that they can do it. Teacher candidates reading this book will find themselves vicariously portrayed in the journey of the four teacher candidates described in this book. They can empathize with their struggles but will also find assurance that through self-regulation their own journeys and dreams could have great outcomes. This book is also written for teacher educators in teaching education programs so that they would realize that by transforming their curriculum in light of new findings on self-regulation, they could facilitate the training process of teacher candidates under their supervision and that self-regulation of learning and teaching matters for teacher candidates. Drawing on a rich body of research and theory on self-regulation of learning, Bembenutty, White, and Vélez present compelling case studies indicating that the capability of teacher candidates to self-regulate their attainment of educational goals depends on their exposure to self-regulated teacher educators, especially as they model, scaffold, and mentor in classroom settings. This important text gives numerous examples of how teacher educators can become role models and agents for self-regulatory change, and it will be an invaluable resource for courses in education, psychology, and human development. Barry J. Zimmerman, Professor Emeritus __Graduate Center, The City University of New York__ In an effective blend of theory and case histories, Bembenutty, White, and Vélez provide valuable information and advice for prospective teachers and teacher educators. Their focus on help seeking is critical given the array of resources available to overcome early difficulties especially for teachers with significant challenges. Also important is helping them understand the role of delay of gratification in the face of expanding sources of distraction. Stuart A. Karabenick, Research Professor __University of Michigan__ This book builds a really strong case for the importance of self-regulation in teacher education. Moreover, it tells a fascinating story of educational success against the odds, made possible by personal stamina as well as contextual support. Both teacher students and teacher educators around the world will find this book a wonderful inspiration. Ivar Bråten, Professor __University of Oslo, Norway__ This is a practical book which provides a compelling narrative with page after page on teacher self-regulatory functioning. I recommend this book for teacher preparation programs, and I will definitely share it with many of my students and colleagues. Anastasia Kitsantas, Professor __George Mason University__ This Book Reports An In-depth Case Study And The Student Teaching Experience Of Four Preservice Teachers During Practical And Clinical Experiences In Classroom In An Urban Community In New York. It Examines The Associations Between Preservice Teachers’ Self-regulatory Skills And Motivational Beliefs And Their Clinical Experience Both In The College Training Classroom And In The School Settings. The Experiences Of The Students Are Examined From The Perspective Of Social Cognitive Theory And Self-regulation Theory. The Authors Present A Concise Summary Of An In-depth Case Study With Practical Applications Across A Wide Spectrum Of Fields. They Also Summarize And Give An Overview Of Theories, Issues, Core Concepts Related To The Self-regulatory Experience And Motivation Of The Four Case Studies. In An Effective Blend Of Theory And Case Histories, Bembenutty, White, And Vélez Provide Valuable Information And Advice For Prospective Teachers And Teacher Educators.^ Their Focus On Help Seeking Is Critical Given The Array Of Resources Available To Overcome Early Difficulties Especially For Teachers With Significant Challenges. Also Important Is Helping Them Understand The Role Of Delay Of Gratification In The Face Of Expanding Sources Of Distraction. Stuart A. Karabenick, Research Professor, University Of Michigan This Book Builds A Really Strong Case For The Importance Of Self-regulation In Teacher Education. Moreover, It Tells A Fascinating Story Of Educational Success Against The Odds, Made Possible By Personal Stamina As Well As Contextual Support. Both Teacher Students And Teacher Educators Around The World Will Find This Book A Wonderful Inspiration. Ivar Bråten, Professor, University Of Oslo, Norway This Is A Practical Book Which Provides A Compelling Narrative With Page After Page On Teacher Self-regulatory Functioning.^ I Recommend This Book For Teacher Preparation Programs, And I Will Definitely Share It With Many Of My Students And Colleagues. Anastasia Kitsantas, Professor, George Mason University . About The Author -- Preface -- Chapter 1. Introduction: The Case Study -- Chapter 2. Self-regulated Learning And Development In Teacher Preparation Training -- Chapter 3. Objectives And Methods -- Chapter 4. School Observations & Classroom Experience -- Chapter 5. Survey: Motivation And Self-regulation -- Chapter 6. Student Teaching Interview -- Chapter 7. Putting It All Together: What Really Matters? -- Appendixes. By Héfer Bembenutty, Marie C. White, Miriam R. Vélez. This book reports an in-depth case study and the student teaching experience of four preservice teachers during practical and clinical experiences in classroom in an urban community in New York. It examines the associations between preservice teachersĺl self-regulatory skills and motivational beliefs and their clinical experience both in the college training classroom and in the school settings. The experiences of the students are examined from the perspective of social cognitive theory and self-regulation theory. The authors present a concise summary of an in-depth case study with practical applications across a wide spectrum of fields. They also summarize and give an overview of theories, issues, core concepts related to the self-regulatory experience and motivation of the four case studies. In an effective blend of theory and case histories, Bembenutty, White, and V©♭lez provide valuable information and advice for prospective teachers and teacher educators.^Their focus on help seeking is critical given the array of resources available to overcome early difficulties especially for teachers with significant challenges. Also important is helping them understand the role of delay of gratification in the face of expanding sources of distraction. Stuart A. Karabenick, Research Professor, University of Michigan This book builds a really strong case for the importance of self-regulation in teacher education. Moreover, it tells a fascinating story of educational success against the odds, made possible by personal stamina as well as contextual support. Both teacher students and teacher educators around the world will find this book a wonderful inspiration. Ivar Br©Æten, Professor, University of Oslo, Norway This is a practical book which provides a compelling narrative with page after page on teacher self-regulatory functioning.^I recommend this book for teacher preparation programs, and I will definitely share it with many of my students and colleagues. Anastasia Kitsantas, Professor, George Mason University ℗l This book reports an in-depth case study and the student teaching experience of four preservice teachers during practical and clinical experiences in classroom in an urban community in New York. It examines the associations between preservice teachers self-regulatory skills and motivational beliefs and their clinical experience both in the college training classroom and in the school settings. The experiences of the students are examined from the perspective of social cognitive theory and self-regulation theory. The authors present a concise summary of an in-depth case study with practical applications across a wide spectrum of fields. They also summarize and give an overview of theories, issues, core concepts related to the self-regulatory experience and motivation of the four case studies. In an effective blend of theory and case histories, Bembenutty, White, and Vélez provide valuable information and advice for prospective teachers and teacher educators. Their focus on help seeking is critical given the array of resources available to overcome early difficulties especially for teachers with significant challenges. Also important is helping them understand the role of delay of gratification in the face of expanding sources of distraction. Stuart A. Karabenick, Research Professor, University of Michigan This book builds a really strong case for the importance of self-regulation in teacher education. Moreover, it tells a fascinating story of educational success against the odds, made possible by personal stamina as well as contextual support. Both teacher students and teacher educators around the world will find this book a wonderful inspiration. Ivar Bråten, Professor, University of Oslo, Norway This is a practical book which provides a compelling narrative with page after page on teacher self-regulatory functioning. I recommend this book for teacher preparation programs, and I will definitely share it with many of my students and colleagues. Anastasia Kitsant as, Professor, George Mason University Foreword I; Foreword II; Preface; Contents; About the Authors; 1 Introduction: The Case Study; Abstract ; 1.1 A General Perspective of the Case Study; 1.2 Procedure in This Case Study; 1.3 The Present Study Is an Exemplary Case Study; References; 2 Self-regulated Learning and Development in Teacher Preparation Training; Abstract ; 2.1 Bandura's Social Cognitive Theory; 2.2 Self-efficacy for Learning; 2.3 Teacher's Self-efficacy Beliefs; 2.4 Self-regulation of Learning; 2.5 Cyclical Phases of Self-regulation; 2.6 Why Is the Cyclical Process of Self-regulation Important for Teacher Candidates? 6.4 Examples of Responses to the Post-graduation Questionnaire6.5 Putting It Together; References; 7 Putting It All Together: What Really Matters?; Abstract ; 7.1 Major Findings: Motivation; 7.2 Major Findings: Cognition; 7.3 Major Findings: Resource Management; 7.4 Major Findings: Academic Environment; 7.5 What Is Significant About This Case Study?; 7.5.1 College Environment; 7.5.2 Personal Commitment; 7.6 Limitations of the Case Study; 7.7 Educational Implications; 7.8 What Can Be Done?; 7.9 Self-regulation and the Teacher Candidate; 7.10 If You Want a Better Student, Be a Better Teacher! 2.7 Research Evidence of the Applications of the Cyclical Phases of Self-regulation to Teacher Candidates2.8 Developmental Levels of Self-regulation; 2.9 Research Evidence of the Developmental Phases of Self-regulation; References; 3 Objectives and Methods; Abstract ; 3.1 General Objectives; 3.2 Two Major Objectives of the Study; 3.3 Educational Setting; 3.4 A General Description of Participants; 3.5 Biographies of Participants During Data Collection; References; 4 School Observations and Classroom Experience; Abstract ; 4.1 Observation of Student Teachers; 4.2 Rationale for Placement 7.11 The Role of the Teacher Educator7.12 The Role of the Teacher Candidate; 7.13 Where Are We Heading from Here?; 7.14 Chris; 7.15 Maria; 7.16 Jaime; 7.17 Angela; 7.18 Conclusion; References; Appendix A Observation of Student Teaching(Maria by Instructor 1); Appendix B Observation of Student Teaching(of Maria by Instructor 2); Appendix C Observation of Student Teaching(Chris by Instructor 1); Appendix D Direct Observation of Student Teaching(Chris by Instructor 2); Appendix E Student Teaching in Person Interview(Chris by Instructor 2); Appendix F Post-graduation Online Interview 4.3 School: Public4.4 School: Private; 4.5 Senior Teaching Seminar Assignment; 4.6 Observation of Teacher Candidates; 4.6.1 Chris; 4.6.2 Angela; 4.6.3 Jaime; 4.6.4 Maria; 4.7 Findings Across All Teacher Candidates; References; 5 Survey: Motivation and Self-regulation; Abstract ; 5.1 Introduction; 5.2 Instruments; 5.3 Correlation Among Variables; 5.4 Mean Differences Among Teacher Candidates; 5.5 Putting It Together; References; 6 Student Teaching Interview; Abstract ; 6.1 Interview Questions and Example Answers; 6.2 What Have We Found So Far?; 6.3 Post-graduation Interview Front Matter....Pages i-xvii Introduction: The Case Study....Pages 1-8 Self-regulated Learning and Development in Teacher Preparation Training....Pages 9-28 Objectives and Methods....Pages 29-43 School Observations and Classroom Experience....Pages 45-53 Survey: Motivation and Self-regulation....Pages 55-62 Student Teaching Interview....Pages 63-77 Putting It All Together: What Really Matters?....Pages 79-103 Back Matter....Pages 105-134