The role of beliefs and self-determined motivation in teacher candidates' development of practices that promote self-regulated learning
department or school: Education, Faculty of
department or school: Educational and Counselling Psychology, and Special Education (ECPS), Department of
data provider: DSpace
degree campus: UBCV
creator: Brenner, Charlotte Ann
issued: 2020-10-14T18:45:40Z
issued: 2020
related degree: Doctor of Philosophy - PhD
degree grantor: University of British Columbia
description: Students’ capacity to self-regulate in learning situations is linked to their development of three underlying processes: metacognition, motivation, and strategic action. These processes support students’ development of: creative, critical, and problem solving thinking skills; strategies to apply knowledge in a flexible and adaptive manner; motivation to engage in continuous (life-long) learning; and skills to participate in independent and collaborative learning settings. Research indicates that supporting students’ development of self-regulated learning (SRL) leads to positive academic, social, and emotional outcomes for learners across learning contexts. However, ¬teaching towards SRL presents challenges for many educators. In many cases, teachers and teacher candidates have not been provided with models of how SRL can be supported in their own educational experiences. Therefore, their development of teaching skills aligned with SRL requires an openness on their part to consider new ways of learning, as well as sustained effort while they learn, implement, and refine novel teaching practices. This study examined the experiences of four teacher candidates (TCs) enrolled in a teacher education program (TEP) in western Canada over the course of eleven months. TCs’ personal characteristics (i.e., beliefs about learning and teaching, motivational orientations, and histories) along with features of their TEP (i.e., motivational supports and structural supports) were examined in relation to TCs’ development and implementation of SRL promoting practices (SRLPPs). SRL theory, self-determination theory (SDT), and research about teacher beliefs were used to inform this purpose. Data analyzed included: a questionnaire, interviews, documents, and in-class observations. Results indicated that TCs’sense of self-determined motivation appeared to impact their beliefs about and development and implementation of SRLPPs. TCs’ perceived fulfillment of their needs for autonomy, compete…
aggregated CHO: https://circle.library.ubc.ca/rest/handle/2429/76279
note: THE ROLE OF BELIEFS AND SELF-DETERMINED MOTIVATION IN TEACHER CANDIDATES’ DEVELOPMENT OF PRACTICES THAT PROMOTE SELF-REGULATED LEARNING by Charlotte Ann Brenner A DISSERTATION SUBMITTED IN PARTIAL FULFILMENT OF THE REQUIREMENTS FOR THE DEGREE OF DOCTOR OF PHILOSOPHY in The Faculty of Graduate and Postdoctoral Studies (Human Development, Learning, and Culture) THE UNIVERSITY OF BRITISH COLUMBIA (Vancouver) October 2020 ã Charlotte Ann Brenner, 2020 ii The following individuals certify that they have read, and recommend to the Faculty of Graduate and Postdoctoral Studies for acceptance, the dissertation entitled: The Role of Beliefs and Self-Determined Motivation in Teacher Candidates’ Development of Practices That Promote Self-Regulated Learning submitted by Charlotte Ann Brenner in partial fulfillment of the requirements for the degree of Doctor of Philosophy In Human Development, Learning and Culture Examining Committee: Dr. Nancy E. Perry, Professor, Educational and Counselling Psychology and Special Education, UBC Supervisor Dr. Deborah Butler, Professor, Educational and Counselling Psychology and Special Education, UBC Supervisory Committee Member Dr. Robert Klassen, Professor, Education, University of York, UK Supervisory Committee Member Dr. Thomas Sork, Professor, Educational Studies, UBC University Examiner Dr. Kim Zebehazy, Professor, Educational and Counselling Psychology and Special Education, UBC University Examiner iii Abstract Students’ capacity to self-regulate in learning situations is linked to their development of three underlying processes: metacognition, motivation, and strategic action. These processes support students’ development of: creative, critical, and problem solving thinking skills; strategies to apply knowledge in a flexible and adaptive manner; motivation to engage in continuous (life-long) learning; and skills to participate in independent and collaborative learning settings. Research indicates that supporting students’ development o…
has type: Thesis/Dissertation
date issued: 2020-11
is shown at: 10.14288/1.0394733
language: eng
degree discipline: Human Development, Learning, and Culture
provider: Vancouver : University of British Columbia Library
publisher: University of British Columbia
rights: Attribution-NonCommercial-NoDerivatives 4.0 International
rights URI: http://creativecommons.org/licenses/by-nc-nd/4.0/
scholar level: Graduate
type: Text
identifier URI: http://hdl.handle.net/2429/76279