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Self-regulated learning, self-determination theory and teacher candidates’ development of competency-based teaching practices Brenner, Charlotte

Abstract

Self-regulated promoting practices foster students’ development of metacognition, motivation and strategic action. These underlying learning competencies improve students' academic, social, emotional and career outcomes. Although beneficial, the development of self-regulated promoting practices is challenging, particularly for teacher candidates. This article describes self-regulated learning practices and how motivational supports for teacher candidates' self-determined motivation creates contextual conditions that foster teacher candidates’ development of these practices. The article concludes with suggestions for future research.

Item Metadata

Title
Self-regulated learning, self-determination theory and teacher candidates’ development of competency-based teaching practices
Creator
Brenner, Charlotte
Publisher
Springer Singapore
Date Issued
2022-01-06
Description
Self-regulated promoting practices foster students’ development of metacognition, motivation and strategic action. These underlying learning competencies improve students' academic, social, emotional and career outcomes. Although beneficial, the development of self-regulated promoting practices is challenging, particularly for teacher candidates. This article describes self-regulated learning practices and how motivational supports for teacher candidates' self-determined motivation creates contextual conditions that foster teacher candidates’ development of these practices. The article concludes with suggestions for future research.
Subject
Self-regulated learning; Self-determination; Motivation; Teacher candidates; Teacher education programs; Competency-based teaching practices
Genre
Article
Type
Text
Language
eng
Date Available
2022-02-01
Provider
Vancouver : University of British Columbia Library
Rights
Attribution 4.0 International (CC BY 4.0)
DOI
10.14288/1.0406447
URI
http://hdl.handle.net/2429/80753
Affiliation
Other UBC; Alumni
Citation
Smart Learning Environments. 2022 Jan 06;9(1):3
Publisher DOI
10.1186/s40561-021-00184-5
Peer Review Status
Reviewed
Scholarly Level
Faculty
Copyright Holder
The Author(s)
Rights URI
http://creativecommons.org/licenses/by/4.0/
Aggregated Source Repository
DSpace

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Rights

Attribution 4.0 International (CC BY 4.0)