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Using reflective support to cultivate self-regulation ability in video digital microteaching environment

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Document pages: 11 pages

Abstract: Recent studies have shown that self-regulated learning (SRL) is essential for teachers to achieve successful professional development. Our research solves two central problems: under what conditions are pre service teachers & apos; Can the educational SRL process be improved to the best level, and how can we evaluate these processes? The participants in the study were 97 pre service teachers who engaged in real-time teaching in a video digital microteaching environment. Each participant was randomly assigned to one of two groups: SRL reflective support (RS) or SRL unsupported (NS). Participants in the RS group were clearly exposed to SRL aspects and pointed out these aspects in their reflective discussion of teaching experience. SRL public relationscess was measured as an online event during real-time teaching exercises, based on a coding scheme developed for this study to identify and assess the SRL skills by two major aspects: metacognition (planning, information management, monitoring, debugging, and evaluating) and motivation (interest and value, self-efficacy, and teaching anxiety). Results indicate that the RS group outperformed the NS group in all SRL measures. Implications for reflective support for SRL and event measures of real-time observations of preservice teachers' SRL are discussed.

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