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Daniel C. Moos, PhD Pre-service developing views of instructional practice: The role of self-regulated learning

Daniel C. Moos, PhD. Introduction: Personal Beliefs “Discovery Learning” “Critical Thinking” “Constructivist Approach” “Humanistic Approach” Teacher as

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Daniel C. Moos, PhD

Pre-service developing views of instructional practice: The role of self-

regulated learning

Introduction: Personal Beliefs

“Discovery Learning” “Critical Thinking”

“Constructivist Approach”

“Humanistic Approach”

Teacher as a Facilitator

Educational Psychology

Introduction: Personal Beliefs Teacher as a prescriber….

• Learning happens quickly or not at all

• Multiple perspectives have little merit

• It is the teachers job to provide a standardized interpretation of the material

• Students do not have the capacity to regulate their learning

• Pre-service personal approaches to learning

Daniel C. Moos, PhDDepartment of Education

Gustavus Adolphus CollegeAERA 2013

SRL Theoretical FrameworkSocial Cognitive Approach (Schunk & Zimmerman, 1997; Zimmerman, 2000) )

Research Questions

Daniel C. Moos, PhDDepartment of Education

Gustavus Adolphus CollegeAERA 2013

(1) To what extent do pre-service teachers’ SRL predict their views on students’ capacity for self-regulation?

(2) To what extent do pre-service teachers’ SRL predict their views on constructivist classrooms?

(3) To what extent do pre-service teachers’ SRL predict their views on traditional classrooms?

Overview of Study: Participants & Measures

• Participants (N = 63)• Pre-service teachers from SLAC in midwest (USA); all

Educational Psychology students• 43 females (68%) and 20 males (31%); 36 (57%) elementary, 8

(13%) middle level, and 19 (30%) high school• Measures & Procedure (administered at two points during

the semester)• Self-regulated Learning Beliefs

• Self-Regulated Learning Teacher Belief Scale (Lombaerts et al., 2009)

• Views of instruction (constructivist vs traditional)• Self-report questionnaire (Yilmaz & Sahin, 2011)

• Self-regulated learning• Concurrent think-aloud (Azevedo & Cromely, 2004)

Participants & Measures, cont.SRL: Think-aloud data (approximately 12.6 hours of audio and video from Silverback)

“I remember talking about

Constructivism in Psychology”

Prior Knowledge Activation

PLANNING

Recycle Goal

What am I suppose to be

learning about?

Sub-goal

I think I should learn about the assumptions…

Participants & Measures, cont.SRL: Think-aloud data (approximately 14 hours of audio and video from Silverback)

+

“This makes total sense…”

Understanding

- + -

“I don’t get this…”

“That diagram is

totally irrelevant”

“That had really good information”

Content

MONITORING

Participants & Measures, cont.

COIS

STRATEGIES

Review NotesRereadMemorize

Draw Search Inferences

SRL: Think-aloud data (approximately 14 hours of audio and video from Silverback)

Summarize Take Notes

Overview of Study: ResultsParticipants who monitored their learning more frequently also had statistically significant stronger beliefs that students are capable of self-regulating their own learning.

Pre-service teachers who planned their learning more frequently also had stronger beliefs that a constructivist approach was more effective.

More active participation in learning seems to be positively related to support of active classrooms

Overview of Study: Discussion (I)

• Extends long held assumption that learners construct knowledge in an idiosyncratic process, based on personal experiences and beliefs

• Context for teacher education programs:• Personal beliefs act as a filter when pre-service teachers

form views on effective practices• Importance of designing a teacher education program that

explicitly accounts for this highly individualized process, including individual approaches to learning

Overview of Study: Discussion (II)

______________________________________________________________________

Thank you! Daniel C. Moos, PhD

______________________________________________________________________

Contact InformationEmail: [email protected]

Website: homepages.gac.edu/~dmoos