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

Year 2016, , 359 - 374, 01.09.2016

Solmaz Aydın , Zehra Çekim

https://doi.org/10.14812/cuefd.284858

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

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