Investigating Preservice Teachers' Professional Growth in Self-Regulated Learning Environments

Bracha Kramarski; Tova Michalsky

Journal of Educational Psychology Vol. 101, No. 1 (February 2009) pp. 161–175

Educational reforms have suggested that the ability to self-regulate learning is essential for teachers' professional growth during their entire career as well as for their ability to promote these processes among students. This study observed...

Preparing preservice teachers for self-regulated learning in the context of technological pedagogical content knowledge

Bracha Kramarski; Tova Michalsky

Learning and Instruction Vol. 20, No. 5 (October 2010) pp. 434–447

The present study investigated effects of two hypermedia environments on 95 preservice university teachers' self-regulated learning (SRL) in the context of technological pedagogical content knowledge (TPCK): hypermedia with metacognitive instruction ...

Language: English

Three Metacognitive Approaches to Training Pre-Service Teachers in Different Learning Phases of Technological Pedagogical Content Knowledge

Bracha Kramarski; Tova Michalsky

Educational Research and Evaluation Vol. 15, No. 5 (October 2009) pp. 465–485

Our study investigated 3 metacognitive approaches provided during different phases of learning technological pedagogical content knowledge (TPCK) in a Web-based learning environment. These metacognitive approaches were based on self-question prompts ...

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

Tova Michalsky; Chen Schechter

Teaching and Teacher Education: An International Journal of Research and Studies Vol. 30, No. 1 (February 2013) pp. 60–73

Using a quasi-experimental design, we integrated systematic learning from problematic and successful experiences into teachers' preparatory programs and examined how such learning affected preservice physics teachers' capacity to teach students self-...

Language: English