Student teachers’ self- and co-regulation of learning during teacher education

Learning: Research and Practice

Volumn 2, Issue 1, 2016, Pages 44-63

  Saariaho, Emmi ^a   Pyhältö, Kirsi ^a,b   Toom, Auli ^a   Pietarinen, Janne ^c   Soini, Tiina ^d  

^a UNIVERSITY OF HELSINKI   (Finland)

^b UNIVERSITY OF OULU   (Finland)

^c UNIVERSITY OF EASTERN FINLAND   (Finland)

^d TAMPERE UNIVERSITY OF TECHNOLOGY   (Finland)

Author keywords

co regulation; learning; self regulation; student teachers; teacher education

Indexed keywords

EID: 85068925586     PISSN: 23735082     EISSN: 23735090     Source Type: Journal    
DOI: 10.1080/23735082.2015.1081395     Document Type: Article

References (47)

1. Ahonen, E., Pyhältö, K., Pietarinen, J., & Soini, T., (2015). Student teachers’ key learning experiences–mapping the steps for becoming a professional teacher. International Journal of Higher Education, 4(1). doi:10.5430/ijhe.v4n1p151
2. Bandura, A., (1997). Self-efficacy. The exercise of control. New York, NY: W. H. Freeman.
3. Chamberlain, G. P., (2006). Researching strategy formation process: An abductive methodology. Quality & Quantity, 40, 289–301. doi:10.1007/s11135-005-8094-3
4. Coffey, A., & Atkinson, P., (1996). Making sense of qualitative data: Complementary research strategies. Thousand Oaks, CA: Sage.
5. Cox, J. W., & Hassard, J., (2007). Ties to the past in organization research: A comparative analysis of retrospective methods. Organization, 14(4), 475–497. doi:10.1177/1350508407078049
6. Deci, E. D., Ryan, R. M., & Williams, G. C., (1996). Need satisfaction and the self-regulation of learning. Learning and Individual Differences, 8(3), 165–183. doi:10.1016/S1041-6080(96)90013-8
7. Elo, S., & Kyngäs, H., (2007). The qualitative content analysis process. Journal of Advanced Nursing, 62(1), 107–115. doi:10.1111/j.1365-2648.2007.04569.x
8. Endedijk, M. D., Brekelmans, M., Verloop, N., Sleegers, P. J. C., & Vermunt, J. D., (2014). Individual differences in student teachers’ self-regulated learning: An examination of regulation configurations in relation to conceptions of learning to teach. Learning and Individual Differences, 30, 155–162. doi:10.1016/j.lindif.2013.12.005
9. Endedijk, M. D., & Vermunt, J. D., (2013). Relations between student teachers’ learning patterns and their concrete learning activities. Studies in Educational Evaluation, 39(1), 56–65. doi:10.1016/j.stueduc.2012.10.001
10. Endedijk, M. D., Vermunt, J. D., Verloop, N., & Brekelmans, M., (2012). The nature of student teachers’ regulation of learning in teacher education. British Journal of Educational Psychology, 82, 469–491. doi:10.1111/j.2044-8279.2011.02040.x
11. Grau, V., & Whitebread, D., (2012). Self and social regulation of learning during collaborative activities in classroom: The interplay of individual and group cognition. Learning and Instruction, 22(6), 401–412. doi:10.1016/j.learninstruc.2012.03.003
12. Hadwin, A. F., Järvelä, S., & Miller, M., (2011). Self-regulated, co-regulated, and socially shared regulation of learning. In B. J., Zimmerman & D. H., Schunk (Eds.), Handbook of self-regulation of learning and performance (pp. 65–84). New York, NY: Routledge.
13. Hadwin, A., & Oshige, M., (2011). Self-regulation, co-regulation and socially shared regulation: Exploring perspectives of social in self-regulated learning theory. Teachers College Record, 113(2), 240–264. Retrieved from http://www.tcrecord.org/library/content.asp?contentid=15976
14. Hadwin, A. F., Wozney, L., & Pontin, O., (2005). Scaffolding the appropriation of self-regulatory activity: A socio-cultural analysis of changes in teacher–student discourse about a graduate research portfolio. Instructional Science, 33, 413–450. doi:10.1007/s11251-005-1274-7
15. Heikkilä, A., Lonka, K., Nieminen, J., & Niemivirta, M., (2012). Relations between teacher students’ approaches to learning, cognitive and attributional strategies, well-being, and study success. Higher Education, 64, 455–471. doi:10.1007/s10734-012-9504-9
16. Järvenoja, H., & Järvelä, S., (2009). Emotion control in collaborative learning situations: Do students regulate emotions evoked by social challenges? British Journal of Educational Psychology, 79, 463–481. doi:10.1348/000709909X402811
17. Järvenoja, H., & Järvelä, S., (2013). Regulating emotions together for motivated collaboration. In M., Baker, J., Andriessen, & S., Järvelä (Eds.), Affective learning together. Social and emotional dimensions of collaborative learning (pp. 162–182). New York, NY: Routledge.
18. Kramarski, B., & Michalsky, T., (2009). Investigating pre-service teachers’ professional growth in self-regulated learning environments. Journal of Educational Psychology, 101(1), 161–175. doi:10.1037/a0013101
19. Kremer-Hayon, L., & Tillema, H. H., (1999). Self-regulated learning in the context of teacher education. Teaching and Teacher Education, 15(5), 507–522. doi:10.1016/S0742-051X(99)00008-6
20. Mayring, P., (2000). Qualitative content analysis. Forum: Qualitative Social Research, 1, 105–114. Retrieved from http://www.qualitative-research.net/index.php/fqs/article/view/1089/2385
21. Mega, C., Ronconi, L., & De Beni, R., (2014). What makes a good student? How emotions, self-regulated learning, and motivation contribute to academic achievement. Journal of Educational Psychology, 106(1), 121–131. doi:10.1037/a0033546
22. Michalsky, T., & Schechter, C., (2013). Pre-service teachers’ capacity to teach self-regulated learning: Integrating learning from problems and learning from successes. Teaching and Teacher Education 30, 60–73. doi:10.1016/j.tate.2012.10.009
23. Miles, M. B., & Huberman, A. M., (1994). Qualitative data analysis. Newbury Park, CA: Sage.
24. Moos, D. C., & Pitton, D., (2014). Student teacher challenges: Using the cognitive load theory as an explanatory lens. Teaching Education, 25(2), 127–141. doi:10.1080/10476210.2012.754869
25. Perry, N. E., Hutchinson, L., & Thauberger, C., (2008). Talking about teaching self-regulated learning: Scaffolding student teachers’ development and use of practices that promote self-regulated learning. International Journal of Educational Research, 47, 97–108. doi:10.1016/j.ijer.2007.11.010
26. Pietarinen, J., Pyhältö, K., & Soini, T., (2010). A horizontal approach to school transitions: A lesson learned from Finnish 15-year-olds. Cambridge Journal of Education, 40(3), 229–245. doi:10.1080/0305764X.2010.506145
27. Pintrich, P. R., (2004). A conceptual framework for assessing motivation and self-regulated learning in college students. Educational Psychology Review, 16(4), 385–407. Retrieved from http://link.springer.com/article/10.1007%2Fs10648-004-0006-x
28. Puustinen, M., & Pulkkinen, L., (2001). Models of self-regulated learning: A review. Scandinavian Journal of Educational Research, 45(3), 269–286. doi:10.1080/00313830120074206
29. Rajuan, M., Beijaard, D., & Verloop, N., (2008). Student teachers’ perceptions of their mentors as internal triggers for learning. Teaching Education, 19(4), 279–292. doi:10.1080/10476210802339951
30. Randi, J., (2004). Teachers as self-regulated learners. Teachers College Record, 106(9), 1825–1853. Retrieved from http://www.tcrecord.org/library/content.asp?contentid=11672
31. Salonen, P., Vauras, M., & Efklides, A., (2005). Social interaction–what can it tell us about metacognition and coregulation in learning? European Psychologist, 19(3), 199–208. doi:10.1027/1016-9040.10.3.199
32. Soini, T., Pyhältö, K., & Pietarinen, J., (2010). Pedagogical well-being: Reflecting learning and well-being in teachers’ work. Teachers and Teaching: Theory and Practice, 16(6), 765–782. doi:10.1080/13540602.2010.517690
33. Tripp, D., (2012). Critical incidents in teaching: Developing professional judgement. London: Routledge.
34. Van Eekelen, I. M., Boshuizen, H. P. A., & Vermunt, J. D., (2005). Self-regulation in higher education teacher learning. Higher Education, 50, 447–471. doi:10.1007/s10734-004-6362-0
35. Vermunt, J. D., & Endedijk, M. D., (2011). Patterns in teacher learning in different phases of the professional career. Learning and Individual Differences, 21, 294–302. doi:10.1016/j.lindif.2010.11.019
36. Vermunt, J. D., & Verloop, N., (1999). Congruence and friction between learning and teaching. Learning and Instruction, 9, 257–280. doi:10.1016/S0959-4752(98)00028-0
37. Volet, S., Summers, M., & Thurman, J., (2009).High-level co-regulation in collaborative learning: How does it emerge and how is it sustained? Learning andInstruction, 19, 128–143. doi:10.1016/j.learninstruc.2008.03.001
38. Volet, S., Vauras, M., & Salonen, P., (2009). Self- and social regulation in learning contexts: An integrative perspective. Educational Psychologist, 44(4), 215–226. doi:10.1080/00461520903213584
39. Westbury, I., Hansén, S.-E., Kansanen, P., & Björkvist, O., (2005). Teacher education for research-based practice in expanded roles: Finland’s experience. Scandinavian Journal of Educational Research, 49(5), 475–485. doi:10.1080/00313830500267937
40. Webster, L., & Mertova, P., (2007). Using narrative inquiry as a research method: An introduction to using critical event narrative analysis in research on learning and teaching. New York, NY: Routledge.
41. Wigfield, A., Klauda, S. L., & Cambria, J., (2011). Influences on the development of academic self-regulatory processes. In B. J., Zimmerman & D. H., Schunk (Eds.), Handbook of self-regulation of learning and performance (pp. 33–48). New York, NY: Routledge.
42. Winne, P. H., (2011). A cognitive and metacognitive analysis of self-regulated learning. In B. J., Zimmerman & D. H., Schunk (Eds.), Handbook of self-regulation of learning and performance (pp. 15–32). New York, NY: Routledge.
43. Wolters, C. A., (2011). Regulation of motivation: Contextual and social aspects. Teacher College Record, 113(2), 265–283. Retrieved from http://www.tcrecord.org/library/content.asp?contentid=15977
44. Zimmerman, B. J., (2000). Attaining self-regulation: A social cognitive perspective. In M., Boekaerts, P. R., Pintrich, & M., Zeidner (Eds.), Handbook of self-regulation (pp. 13–39). San Diego, CA: Academic Press.
45. Zimmerman, B. J., (2002). Becoming a self-regulated learner: An overview. Theory into Practice, 41, 64–79. doi:10.1207/s15430421tip4102_2
46. Zimmerman, B. J., (2006). Development and adaptation of expertise: The role of self-regulatory processes and beliefs. In K., Naders Ericsson, Neil, Charness, Paul J., Feltovich, & Robert R., Hoffman (Eds.), The Cambridge handbook of expertise and expert performance (pp. 705–722). New York, NY: Cambridge University Press.
47. Zimmerman, B. J., (2008). Investigating self-regulation and motivation: Historical background, methodological developments, and future prospects. American Educational Research Journal, 45(1), 166–183. doi:10.3102/0002831207312909