State of Instructors to Use Self-Regulated Learning Processes in Their Courses

Abstract

The purpose of the study is to determine at which level the self-regulated learning processes is used by the instructors training preservice science teacher. The model of the study is in the form of case studies among qualitative research methods. The sample group of the study consisted of eight instructors who worked in the Kafkas University, Faculty of Education, Department of Science Teaching. These instructors were the people who actively entered the classes and were specialized in the field education. The study consisted of two phases. The “self-regulated learning teacher checklist” was formed at first by performing a literature review and then eight interview questions containing the statements in the checklist were determined and semi-structured interviews were performed with the sample group. It was determined as a result of the study that the instructors did not use sufficiently teaching and evaluation methods increasing self-regulation and the students did not sufficiently take teaching activities that would increase self-regulations into account. In addition to these negative events, the instructors were determined to apply the course-introduction activities, consider student participation and motivation, perform discussion activities to the students, and allowed students to express themselves.

Keywords

• Self-regulation,University lecturers,Preservice teachers

References

1. Ader, E. (2014). Akademik Öz-Düzenleme Strateji Gelişimi. Sakız, G. (Ed.), Öz-düzenleme (54-77). Ankara: Nobel Akademik Yayıncılık.
2. Altun, S. , (2005). Öğrencilerin Öz Düzenlemeye Dayalı Öğrenme Stratejilerinin ve Öz Yeterlik Algılarının Öğrenme Stilleri ve Cinsiyete Göre Matematik Başarısını Yordama Gücü , Unpublished doctorate thesis, Yıldız Teknik Üniversitesi, Sosyal Bilimler Enstitüsü, İstanbul.
3. Aydın, S. & Yel, M. (2013). Proje Tabanlı Öğrenme Ortamlarının Biyoloji Öğretmen Adaylarının Öz-Düzenleme Seviyeleri ve Öz-Yeterlik İnançları Üzerine Etkisi, Turkish Studies-Sosyal Bilimler, 8(12), 95-107.
4. Boekaerts, M. (2005). Self-regulation: With a focus on the self-regulation of motivation and effort. In W. Damon & R. Lerner (Series Eds.) & I.E. Sigel & K.A. Renninger (Vol. Eds.), Handbook of child psychology, Vol. 4, Child psychology in practice (6th edn.). New York: Wiley.
5. Çiltaş, A. & Bektaş, F. (2009). Motivation and self-arrangements skills of primary school students` into mathematics lesson. An International Journal Social Sci. and Humanities, 28,152-159.
6. Helle, L., Tynjala, P., & Olkinuora, E. (2006). Project-based learning in post-secondary education-theory, practice and rubber sling shots. Higher Education, 51, 287-314.
7. Miles, M. B. & Huberman, A. M. (1994). Qualitative data analysis: an expanded sourcebook. (2nd Edition). California : Sage Publications.
8. Nicol, D. J. & Macfarlane-Dick, D. (2006). Formative assessment and self-regulated learning: A model and seven principles of good feedback practice. Studies in Higher Education, 31(2), 199-218.

9. Paris, S. G. & Paris, A. H. (2001). Classroom applications of research on self-regulated learning. Educational Psychologist, 36 (2), 89-101.
10. Paris, S. G. & Winograd, P. (2003). The Role of Self-Regulated Learning in Contextual Teaching: Principals and Practices for Teacher Preparation. Retrieved February 10, 2015 from
11. http://www.ciera.org/library/archive/ 2001- 04/0104prwn.pdf.
12. Randi, J. (2004). Teachers as self- regulated learners. The Teachers College Record, 106(9), 1825- 1853.
13. Sağırlı, M. Ö., Çiltaş, A., Azapağası, E. & Zehir, K. (2010). Yüksek Öğretimin Öz-düzenlemeyi Öğrenme Becerilerine Etkisi (Atatürk Üniversitesi Örneği). Kastamonu Eğitim Dergisi,18(2) 587- 596.
14. Sağırlı, M. Ö., & Azapağası, (2009). Üniversite Öğrencilerinin Öğrenmede Öz-düzenlemeyi Öğrenme Becerilerinin İncelenmesi. Ankara University, Journal of Faculty of Educational Sciences, 42(2), 129-161.
15. Sakız, G. & Yetkin-Özdemir, İ.E. (2014). Öz-Düzenleme ve Öz-Düzenlemeli Öğrenme: Kuramsal Bakış. Sakız, G.(Ed.) , Öz-düzenleme (2-23). Ankara: Nobel Akademik Yayıncılık.
16. Sarı, A. & Akınoğlu, O. (2009). Öz-Düzenlemeli Öğrenme: Modeller ve Uygulamalar, M. Ü. Atatürk Eğitim Fakültesi Eğitim Bilimleri Dergisi, 29, 139-154.
17. Schraw, G., Crippen, K.J., & Hartley, K. (2006). Promoting self-regulation in science education: Metacognition as part of a broader perspective on learning. Research in Science Education, 36, 111-139.
18. Schraw, G., Horn, C., Thorndike-Christ, T., & Bruning, R. (1995), Academic Goal Orientations and Student Classroom Achievement, Contemporary Educational Psychology, 20, 359–368.
19. Smith, P. A. (2001). Understanding self-regulated learning and its implications for accounting educators and researchers. Issues in Accounting Education, 16(4), 663-700.
20. Üredi, I. & Üredi, L., (2007). Öğrencilerin Öz-Düzenleme Becerilerini Geliştiren Öğrenme Ortamının Oluşturulması, Yeditepe Üniversitesi Eğitim Fakültesi Dergisi, 2 (2).
21. Yıldırım, A. & Şimşek, H. (2008) . Sosyal Bilimlerde Nitel Araştırma Yöntemleri, Ankara: Seçkin Yayıncılık.
22. Zimmerman, B. J.(1998).Developing self-fulfilling cycles of academic regulation:An analysis of exemplary instructional models.In B. J. Zimmerman and D.H. Schunk(Eds.), Self-regulated learning from teaching to self- reflective ve practice (pp. 1- 19).London: Guilford Press.
23. Zimmerman, B.J. , 2000. Attaining self-regulation:A social cognitive perspective. In M. Boekaerts, P.R. Pintrich and M. Zeidner(Eds), Handbook of Self-Regulation: Theory, Research and Applications (pp.13-39). San Diego, CA: Academic.
24. Zimmerman, B. J. (2002). Becoming a self-regulated learner: An overview. Theory into Practice, 41(2), 64-70.
25. Zimmerman, B. J., Bonner, S., & Kovach, R. (1996). Developing self-regulated learners: beyond achievement to self-efficacy. Washington: American Psychological Association.