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

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Learning and Instruction Volume 20, Number 5, ISSN 0959-4752 Publisher: Elsevier Ltd

Abstract

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 (HYP+META) and without (HYP). The study combined online reflections with self-report measures to assess SRL processes. Results showed that exposure to metacognitive support using the IMPROVE self-questioning method may enhance preservice teachers' ability to reflect on and regulate their learning processes. This, in turn, can develop their TPCK, both as learners (comprehension skills) and as teachers (design skills). Further analysis indicated high correlations within SRL measures (self-reports, online reflections) and between SRL and TPCK tasks. Implications are discussed for teacher training in SRL-integrated TPCK contexts.

Citation

Kramarski, B. & Michalsky, T. (2010). Preparing preservice teachers for self-regulated learning in the context of technological pedagogical content knowledge. Learning and Instruction, 20(5), 434-447. Elsevier Ltd. Retrieved January 31, 2023 from .

This record was imported from Learning and Instruction on February 1, 2019. Learning and Instruction is a publication of Elsevier.

Full text is availabe on Science Direct: http://dx.doi.org/10.1016/j.learninstruc.2009.05.003

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