Preservice teachers' capacity to teach self-regulated learning: Integrating learning from problems and learning from successes

Teaching and Teacher Education

Volumn 30, Issue 1, 2013, Pages 60-73

  Michalsky, Tova ^a   Schechter, Chen ^a  

^a BAR ILAN UNIVERSITY   (Israel)

Author keywords

Learning from problems; Learning from successes; Self regulated learning; Teacher education; Teaching SRL strategy

Indexed keywords

EID: 84870227035     PISSN: 0742051X     EISSN: None     Source Type: Journal    
DOI: 10.1016/j.tate.2012.10.009     Document Type: Article

References (88)

1. Anderson B. Using the online course to promote self-regulated learning strategies in pre- service teachers. Journal of Interactive Online Learning 2006, 5(2):155-177.
2. Argyris C. Knowledge for action: A guide to overcoming barriers to organizational change 1993, Jossey-Bass, San Francisco, CA.
3. Azevedo R., Cromley J.G. Does training on self-regulated learning facilitate students' learning with hypermedia?. Journal of Educational Psychology 2004, 96:523-535.
4. Baumard P., Starbuck W.H. Learning from failures: why it may not happen. Long Range Planning 2005, 38(3):281-298.
5. Boekaerts M. Self-regulated learning: where we are today. International Journal of Educational Research 1999, 31:445-457.
6. Bubsy J.S. The effectiveness of collective retrospection as a mechanism of organizational learning. Journal of Applied Behavioral Science 1999, 35(1):109-129.
7. Butler D.L., Novak Lauscher H.J., Jarvis-Selinger S., Beckingham B. Collaboration and self-regulation in teachers' professional development. Teaching and Teacher Education 2004, 20:435-455.
8. Butler D.L., Winne P.H. Feedback and self-regulated learning: a theoretical synthesis. Review of Educational Research 1995, 65:245-281.
9. Cleary T.J., Zimmerman B.J. Self-regulation empowerment program: a school-based program to enhance self-regulated and self-motivated cycles of student learning. Psychology in the Schools 2004, 41:537-550.
10. Cook S., Yanow D. Culture and organizational learning. Organizational learning 1996, 403-429. Sage, Thousand Oaks, CA. M. Cohen, L. Sproull (Eds.).
11. Crebert G., Bates M., Bell B., Patrick C.J., Cragnolini V. Developing generic skills at university, during work placement and in employment: graduates' perceptions. Higher Education Research and Development 2004, 23(2):147-165.
12. Dean, C. D. (1999, April). Problem based learning in teacher education. Paper presented at the annual meeting of the American Educational Research Association. Montreal, Canada.
13. De Corte E., Verschaffel L., Masui C. The CLIA-model: a framework for designing powerful learning environments for thinking and problem solving. European Journal of Psychology of Education 2004, 19(4):365-384.
14. Dewey J. Moral principles in education 1909, Riverside, Cambridge.
15. Dewey J. How we think: A restatement of the relation of reflective thinking to the educative process 1933, Heath, Lexington, MA.
16. Dignath C., Büttner G. Components of fostering self-regulated learning among students: a meta-analysis on intervention studies at primary and secondary school level. Metacognition & Learning 2008, 3:231-264.
17. Dignath C., Büttner G., Langfeldt H.P. How can primary school students acquire self-regulated learning most efficiently? A meta-analysis on interventions that aim at fostering self-regulation. Educational Research Review 2008, 3:101-129.
18. Teaching scientific inquiry: Recommendations for research and implementation 2008, Sense, Rotterdam, Netherlands. R. Duschl, R. Grandy (Eds.).
19. Edens K. Promoting communication, inquiry and reflection in an early practicum experience via an on-line discussion group. Action in Teacher Education 2000, 22(2):14-23.
20. Edwards S., Hammer M. Laura's story: using problem based learning in early childhood and primary teacher education. Teaching and Teacher Education 2006, 22:465-477.
21. Ellis S., Davidi I. After-event reviews: drawing lessons from successful and failed experiences. Journal of Applied Psychology 2005, 90(5):857-871.
22. Ellis S., Mendel R., Nir M. Learning from successful and failed experience: the moderating role of kind of after-event review. Journal of Applied Psychology 2006, 91(3):669-680.
23. Fortus D., Krajcik J., Dershimer R.C., Marx R.W., Mamlok-Naaman R. Design-based science and real-world problem-solving. International Journal of Science Education 2005, 27(7):855-879.
24. Fuchs L.S., Fuchs D., Prentice K., Burch M., Hamlett C.L., Owen R. Enhancing third grade students' mathematical problem solving with self-regulated learning strategies. Journal of Educational Psychology 2003, 95(2):306-315.
25. Gibbs C. Explaining effective teaching: self-efficacy and thought control of action. Journal of Educational Enquiry 2003, 4(2):14.
26. Gino F., Pisano G. Why leaders don't learn from success. Harvard Business Review 2011, 89(4):2-8.
27. Goodnough, K. (2003, April). Preparing pre-service science teachers: Can problem-based learning help? Paper presented at the annual meeting of the American Educational Research Association (ERIC Document Reproduction Service No. ED 477805).
28. Gouinlock J. Dewey's theory of moral deliberation. John Dewey: Critical assessment 1992, 218-222. Routledge, London and New York. J. Tiles (Ed.).
29. Hamman D., Berthelot J., Saia J., Crowley E. Teachers' coaching of learning and its relation to students' strategic learning. Journal of Educational Psychology 2000, 92(2):342-348.
30. Hastie R. Causes and effects of causal attribution. Journal of Personality and Social Psychology 1984, 46:44-56.
31. Knight P. A systemic approach to professional development: learning as practice. Teaching and Teacher Education 2002, 18:229-241.
32. Krainer K. Teams, communities and networks. Journal of Mathematics Teacher Education 2003, 6(2):185-194.
33. Kramarski B., Michalsky T. Investigating preservice teachers' professional growth in self-regulated learning environments. Journal of Educational Psychology 2009, 101(1):161-175.
34. Kramarski B., Michalsky T. Preparing preservice teachers for self-regulated learning in the context of technological pedagogical content knowledge. Learning and Instruction 2010, 20:434-447.
35. Kruse S.D. Remembering as organizational memory. Journal of Educational Administration 2003, 41(4):332-347.
36. Lau R., Russel D. Attribution in the sports pages: a field test of current hypotheses in attribution research. Journal of Personality and Social Psychology 1980, 39:29-38.
37. Lave J., Wenger E. Situated learning: Legitimate peripheral participation 1991, University of Cambridge Press, Cambridge.
38. Le Cornu R., Ewing R. Reconceptualising professional experiences in pre service teacher education: reconstructing the past to embrace the future. Teaching and Teacher Education 2008, 24(7):1799-1812.
39. Leelawong, K., Davis, J., Vye, N., Biswas, G., Schwartz, D., & Be-Lynne, K. (2002, October). The effects of feedback in supporting learning by teaching in a teachable agent environment. Paper presented at the Fifth International Conference of the Learning Sciences, Seattle, Washington.
40. Levitt B., March J. Organizational learning. Organizational learning 1996, 516-540. Sage, Thousand Oaks, CA. M.D. Cohen, L.S. Sproull (Eds.).
41. Little J.W. Locating learning in teachers' communities of practice: opening up problems of analysis in records of everyday work. Teaching and Teacher Education 2002, 18:917-946.
42. Mahenswaran D., Chaiken S. Promoting systematic processing in low-motivation settings: effects of incongruent information on processing and judgment. Journal of Personality and Social Psychology 1991, 61:3-25.
43. Manouchehri A. Developing teaching knowledge through peer discourse. Teaching and Teacher Education 2002, 18(6):715-737.
44. Marks H.M., Louis S.K. Teacher empowerment and the capacity for organizational learning. Educational Administration Quarterly 1999, 35(5):707-750.
45. Masui C., De Corte E. Enhancing learning and problem-solving skills: orienting and self-judging, two powerful and trainable tools. Learning and Instruction 1999, 9(6):517-542.
46. Masui C., De Corte E. Learning to reflect and to attribute constructively as basic components of self-regulated learning. British Journal of Educational Psychology 2005, 75(3):351-372.
47. National Council for Accreditation of Teacher Education Professional standards for the accreditation of schools, colleges, and departments of education 2002, (Washington, DC).
48. Niess M.L. Preparing teachers to teach science and mathematics with technology: development a technology pedagogical content knowledge. Teaching and Teacher Education 2005, 21(5):509-523.
49. No Child Left Behind Act of 2001, Pub. L. No. 107-110, 115 Stat. 1425 (2002).
50. Otto B. How can motivated self-regulated learning be improved?. International perspectives on applying self-regulated learning in different settings 2010, Lang, Frankfurt am Main. A. Mourad, J. de la Fuente Arias (Eds.).
51. Perels F., Gürtler T., Schmitz B. Training of self-regulatory and problem-solving competence. Learning and Instruction 2005, 15(2):123-139.
52. Perry N.E., Hutchinson L.R., Thauberger C. Mentoring student teachers to design and implement literacy tasks that support self-regulated reading and writing. Reading and Writing Quarterly 2007, 23:27-50.
53. Perry N.E., Phillips L., Hutchinson L. Mentoring student teachers to support self-regulated learning. Elementary School Journal 2006, 106(3):237-254.
54. Perry N.E., VandeKamp K.O., Mercer L.K., Carla J.N. Investigating teacher-student interactions that foster self-regulated learning. Educational Psychologist 2002, 37:5.
55. Pintrich P.R. Multiple goals, multiple pathways: the role of goal orientation in learning and achievement. Journal of Educational Psychology 2000, 92:544-555.
56. PISA Program for International Student Assessment Science competencies for tomorrow's world 2006, Author, Paris.
57. Putnam R.T., Borko H. What do new views of knowledge and thinking have to say about research on teacher learning?. Educational Research 2000, 29(1):4-15.
58. Randi J. Teachers as self-regulated learners. Teachers College Record 2004, 106(9):1825-1853.
59. Randi J., Corno L. Teacher innovations in self-regulated learning. Handbook of self-regulation 2000, 651-685. Academic Press, Orlando, FL. P. Pintrich, M. Boekaerts, M. Zeidner (Eds.).
60. Randi J., Corno L. Theory into practice: a matter of transfer. Theory Into Practice 2007, 46(4):334-342.
61. Resnick L. Education and learning to think 1987, National Academy Press, Washington DC.
62. Schechter C. Learning from success as a leverage for professional learning community: exploring a school improvement process. Teachers College Record 2010, 112(1):180-224.
63. Schechter, C., & Michalsky. Juggling our mindsets: learning from success as a complementary instructional framework in teacher education, in press.
64. Schechter C., Sykes I., Rosenfeld J. Learning from success: A leverage for transforming schools into learning communities. Planning and Changing 2004, 35(3 & 4):154-168.
65. Schechter C., Sykes I., Rosenfeld J. Learning from success as leverage for school learning: lessons from a national program in Israel. International Journal of Leadership in Education 2008, 11(3):301-318.
66. Schön D. The reflective practitioner 1983, Basic Books, New York.
67. Schön D. The new scholarship requires a new epistemology. Change 1995, 27:26-34.
68. Schraw G., Crippen K.J., Hartley K. Promoting self-regulation in science education: metacognition as part of a broader perspective on learning. Research in Science Education 2006, 36:111-139.
69. Schunk D.H., Ertmer P.A. Self-regulation and academic learning: self-efficacy enhancing interventions. Handbook of self-regulation 2000, 631-649. Academic, San Diego. M. Boekaerts, P.R. Pintrich, M. Zeidner (Eds.).
70. Schunk D.H., Zimmerman B.J. Social origins of self-regulated learning. Educational Psychologist 1997, 32:195-208.
71. Schwab J. The practical: a language for curriculum. Science, curriculum, and liberal education 1978, 287-321. University of Chicago Press, Chicago, IL. I. Westurby, N.J. Wilkof (Eds.).
72. Sitkin S. Learning through failure: the strategy of small losses. Organizational learning 1996, 541-578. Sage, Thousand Oaks, CA. M.D. Cohen, L.S. Sproull (Eds.).
73. Veenman M.V.J. The assessment of metacognitive skills: what can be learned from multi-method designs?. Lernstrategien und Metakognition. Implikationen für Forschung und Praxis [Learning strategies and metacognition. Theoretical and practical implications] 2005, 77-99. Waxmann, Münster. C. Artelt, B. Moschner (Eds.).
74. Verschaffel L., De Corte E., Lasure S., van Vaerenbergh G., Bogaerts H., Ratinckx E. Learning to solve mathematical application problems: a design experiment with fifth graders. Mathematical Thinking and Learning 1999, 1(3):195-229.
75. Virany B., Tushman M., Romanelli E. Executive succession and organization outcomes in turbulent environments: an organizational learning approach. Organizational learning 1996, 302-329. Sage, Thousand Oaks, CA. M.D. Cohen, L.S. Sproull (Eds.).
76. Vygotsky Z. Mind in society: The development of higher psychological processes 1978, Harvard University Press, Cambridge, MA.
77. Walker D. Fundamentals of curriculum 1990, Harcourt Brace Jovanovich, FL.
78. Weick K., Roberts K. Collective mind in organizations: heedful interrelating on flight ducks. Organizational learning 1996, 330-358. Sage, Thousand Oaks, CA. M.D. Cohen, L.S. Sproull (Eds.).
79. Weick K.E., Sutcliffe K.M., Obstfeld D. Organizing and the process of sensmaking. Organization Science 2005, 16(4):409-421.
80. Weinfurt K.P. Multivariate analysis of variance. Reading and understanding multivariate statistics 1995, 245-276. American Psychological Association, Washington, DC. L.G. Grimm, P.R. Yarnold (Eds.).
81. Winne P.H. A perspective on state-of-the-art research on self-regulated learning. Instructional Science 2005, 33(5-6):559-565.
82. Wirth J., Leutner D. Self-regulated learning as a competence: implications of theoretical models for assessment methods. Journal of Psychology 2008, 216(2):102-110.
83. Zeichner K.M., Liston D.P. Teaching student teachers to reflect. Harvard Educational Review 1987, 57(1):23-24.
84. Zimmerman B.J. Developing self-fulfilling cycles of academic regulation: an analysis of exemplary instructional models. Self-regulated learning: From teaching to self-reflective practice 1998, 1-19. Guilford Press, New York. D.H. Schunk, B.J. Zimmerman (Eds.).
85. Zimmerman B.J. Self-efficacy: an essential motive to learn. Contemporary Educational Psychology 2000, 25:82-91.
86. Zimmerman B.J. Theories of self-regulated learning and academic achievement: an overview and analysis. Self-regulated learning and academic achievement: Theoretical perspectives 2001, 1-37. Erlbaum, Mahwah, NJ. 2nd ed. B.J. Zimmerman, D.H. Schunk (Eds.).
87. Zimmerman B.J. Investigating self-regulation and motivation: historical background, methodological developments, and future prospects. American Educational Research Journal 2008, 45(1):166-183.
88. Zohar A. Higher order thinking in science classrooms: Students' learning and teacher' professional development 2004, Kluwer Academic Press, The Netherlands.