Process-oriented design principles for promoting self-regulated learning in primary teacher education |
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| Authors: | EM Vrieling TJ Bastiaens S Stijnen |
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| Institution: | 1. Faculty of Behavioural Sciences, University of Twente, P.O. Box 217, 7500 AE Enschede, The Netherlands;2. Utrecht University, Department of Pedagogical and Educational Sciences, P.O. Box 80140, 3508 TC Utrecht, The Netherlands;3. ICLON, Graduate school of Teaching, Leiden University, P.O. Box 9555, 2300 RB Leiden, The Netherlands;4. University of Cambridge, Faculty of Education, 184 Hills Road, Cambridge CB2 8PQ, United Kingdom |
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| Abstract: | Many recent studies have stressed the importance of students’ self-regulated learning (SRL) skills for successful learning. Consequently, primary teacher educators have been encouraged by policy makers to increase their students’ SRL opportunities in educational pre-service programs. However, primary teacher educators often find it difficult to implement these innovations in their teaching. In the present study, a literature search concerning SRL was conducted. Based on this search, seven process-oriented design principles were formulated, resulting in an SRL model for primary teacher education. This SRL model provides more insight into relevant SRL aspects and can support SRL implementation in pre-service teacher education. |
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