Supportive and Constraining Features of Teacher Education Contexts: Teacher Candidates’ Perspectives (66599)
Session Chair: Charlotte Brenner
Friday, January 6, 2023 (15:10)
Session: Session 4
Room: 323A
Presentation Type:Oral Presentation
Most teacher education programs aim to help teacher candidates' (TCs) to develop and implement teaching practices that foster students' underlying learning processes (e.g., motivation, metacognition and strategic learning). From a self-regulated learning(SRL)perspective the development of these processes leads to positive academic, social, and emotional outcomes for diverse students across learning contexts. However, the complexity of these teaching practices often presents challenges for TCs' implementation of them. This study examined the experiences of four TCs enrolled in a teacher education program (TEP) in western Canada over the course of eleven months. Features of TCs' learning contexts (i.e., motivational supports and structural supports) were examined in relation to TCs’ development and implementation of SRL promoting practices (SRLPPs). SRL theory and self-determination theory (SDT) informed this purpose. Data analyzed included: a questionnaire, interviews, documents, and in-class observations. Results reveal five forms of motivational supports and constraints for TCs’ self-determined motivation and implementation of SRLPPs.
Authors:
Charlotte Brenner, University of Lethbridge, Canada
About the Presenter(s)
Dr Charlotte Brenner is a University Assistant Professor/Lecturer at University of Lethbridge in Canada
See this presentation on the full schedule – Schedule
Conference Comments & Feedback
Place a comment using your LinkedIn profileShare this Presentation
Comments
Powered by WP LinkPress