A Measure of Pre-teachers’ self-regulation learning strategy :Adjust Industry 4.0 & 107 Curriculum Reform

Abstract

This study describes the development and validation of self-regulation learning strategy scale, a 30-item scale that measures pre-teachers’self-regulation learning strategy toward Industry 4.0 & 107 Curriculum Reform. A total of 476 pre-teachers completed the questionnaire. A pilot study n= 120 was examined factorial validity and reliability of questionnaire and study objects n= 356 used confirmatory factor analysis. The Self-regulation Learning Strategy Measure SLSM has three-factor model Environmental Orientation, Behavioral Orientation and Process Orientation Self-regulation was fit using maximum likelihood estimation MLE . The self-regulation learning strategy scale could be useful for understanding the ways in which teachers think about self-regulation learning issues and could be used to investigate the relationship between other variables. The applications of the SLSM were discussed.

Keywords

• Industry 4.0,107 Curriculum Reform,Self-regulation Learning Strategy

Kaynakça

1. Brockner, J. & Wiesenfeld, B.M. (2016). Self-as-object and self-as-subject in the workplace. Organizational Behavior and Human Decision Processes, 136, 36-46. doi:10.1016/j.obhdp.2016.06.005
2. Bryant, C.L., Maarouf, S., Burcham, J., & Greer, D. (2016). The examination of a teacher candidate assessment rubric: A confirmatory factor analysis. Teaching and Teacher Education, 57, 79-96. doi: 10.1016/j.tate.2016.03.012
3. Chen, J.J. (2016). Understanding teacher emotions: The development of a teacher emotion inventory. Teaching and Teacher Education, 55, 68-77. doi:10.1016/j.tate.2016.01.001
4. Cheng, X. & Wu, L.Y. (2016). The affordances of teacher professional learning communities: A case study of a Chinese secondary school. Teaching and Teacher Education, 58, 54–67 doi:10.1016/j.tate.2016.04.008
5. Claessens, L., Tartwijk, J., Pennings, H., Want, A., Verloop, N., Brok, P., & Wubbels, T. (2016). Beginning and experienced secondary school teachers' self- and student schema in positive and problematic teacher– student relationships. Teaching and Teacher Education, 55, 88-99. doi:10.1016/j.tate.2015.12.006
6. Dal, B., Alper, U., Özdem-Yilmaz, Y., Öztürk, N., & Sönmez, D. (2015). A model for pre-service teachers' climate change awareness and willingness to act for pro-climate change friendly behavior: adaptation of awareness to climate change questionnaire. International Research in Geographical and Environmental Education, 24(3), 184- 200. doi:10.1080/10382046.2015.1034456
7. Donnell, L.A. & Gettinger, M. (2015). Elementary school teachers' acceptability of school reform: Contribution of belief congruence, self-efficacy, and professional development. Teaching and Teacher Education, 51, 47-57. doi:10.1016/j.tate.2015.06.003
8. Facker, S. & Malmberg, L.E. (2016). Teachers' self-efficacy in 14 OECD countries: Teacher, student group, school and leadership effects. Teaching and Teacher Education, 56, 185–195. doi:10.1016/j.tate.2016.03.002

9. Fear, F., & Sandmann, L. (2016). The “new” scholarship: Implications for engagement and extension. Journal of Higher Education Outreach and Engagement, 20(1), 101-112.
10. Geeraerts, K., Vanhoof, J., & Bossche, P.V. (2016). Teachers' perceptions of intergenerational knowledge flows. Teaching and Teacher Education, 56, 150-161. doi:10.1016/j.tate.2016.01.024
11. Geldenhuys, J.L. & Oosthuizen, L.C. (2015). Challenges influencing teachers' involvement in continuous professional development: A South African perspective. Teaching and Teacher Education, 51, 203-212. doi:10.1016/j.tate.2015.06.010
12. Hascher, T., & Kittinger, C. (2014). Learning processes in student teaching: analyses from a study using learning diaries. In K.-H. Arnold, A. Groschner, & T. Hascher € (Eds.), Schulpraktika in der Lehrerbildung.
13. Theoretische Grundlagen, Konzeptionen, Prozesse und Effekte [Pedagogical field experiences in teacher education. Theoretical foundations, programmes, processes, and effects] (pp. 221-236). Münster: Waxmann.
14. Head, B.A., Schapmire, T., Earnshaw, L., Faul, A., Hermann, C., Jones, C., Martin, A., Shaw, M.A., Woggon, F., Ziegler, C., & Pfeiffer, M. (2016). Evaluation of an interdisciplinary curriculum teaching team-based palliative care integration in oncology. Journal of Cancer Education, 31(2), 358-365. doi:10.1007/s13187-015- 0799-y
15. Helgevold, N., Næsheim-Bjørkvik, G., Østrem, S. (2015). Key focus areas and use of tools in mentoring conversations during internship in initial teacher education. Teaching and Teacher Education, 49, 128-137. doi:10.1016/j.tate.2015.03.005
16. Ho, D., Lee, M.S., & Teng, Y. (2016). Exploring the relationship between school-level teacher qualifications and teachers' perceptions of school-based professional learning community practices. Teaching and Teacher Education, 54, 32-43. doi:10.1016/j.tate.2015.11.005
17. Hoffman, J.V., Wetzel, M.M., Maloch, B., Greeter, E., Taylor, L., DeJulio, S., & Vlach, S.K. (2016). What can we learn from studying the coaching interactions between cooperating teachers and preservice teachers? A literature review. Teaching and Teacher Education, 52, 99-112. doi:10.1016/j.tate.2015.09.004
18. Ingen, S. & Ariew, S. (2015). Making the invisible visible: Preparing preservice teachers for first steps in linking research to practice. Teaching and Teacher Education, 51, 182-190. doi:10.1016/j.tate.2015.07.001
19. Janssen, F., Grossman, P., & Westbroek, H. (2015). Facilitating decomposition and recomposition in practice-based teacher education: The power of modularity. Teaching and Teacher Education, 51, 137-146. doi:10.1016/j.tate.2015.06.009
20. Jiménez , J.E. & O'Shanahan, I. (2016). Effects of web-based training on Spanish pre-service and in-service teacher knowledge and implicit beliefs on learning to read. Teaching and Teacher Education, 55, 175-187. doi:10.1016/j.tate.2016.01.006
21. Kilday, J.E., Lenser, M.L., & Miller, A.D. (2016). Considering students in teachers' self-efficacy: Examination of a scale for student-oriented teaching. Teaching and Teacher Education, 56, 61-71. doi:10.1016/j.tate.2016.01.025
22. Körkkö , M., Kyrö-Ämmälä, O., & Turunen, T. (2016). Professional development through reflection in teacher education. Teaching and Teacher Education, 55, 198-206. doi:10.1016/j.tate.2016.01.014
23. Leavy, A.M. & Hourigan, M. (2016). Using lesson study to support knowledge development in initial teacher education: Insights from early number classrooms. Teaching and Teacher Education, 57, 161-175. doi:10.1016/j.tate.2016.04.002
24. Lee, S.A. & Schallert, D.L. (2016). Becoming a teacher: Coordinating past, present, and future selves with perspectival understandings about teaching. Teaching and Teacher Education, 56, 72-83. doi:10.1016/j.tate.2016.02.004
25. Macià, M. & García, I. (2016). Informal online communities and networks as a source of teacher professional development: A review. Teaching and Teacher Education, 55. 291-307. doi:10.1016/j.tate.2016.01.021
26. Marshall, J.C., Smart, J., & Alston, D.M. (2016). Development and validation of Teacher Intentionality of Practice Scale (TIPS): A measure to evaluate and scaffold teacher effectiveness. Teaching and Teacher Education, 59, 169-168. doi:10.1016/j.tate.2016.05.007
27. Oliver, R.M., Wehby, J.H., & Nelson, J.R. (2015). Helping teachers maintain classroom management practices using a self-monitoring checklist. Teaching and Teacher Education, 51, 113-120. doi:10.1016/j.tate.2015.06.007
28. Pfitzner-Eden, F. (2016). I feel less confident so I quit? Do true changes in teacher self-efficacy predict changes in preservice teachers' intention to quit their teaching degree? Teaching and Teacher Education, 55, 240-254. doi:10.1016/j.tate.2016.01.018
29. Ruttan, R.L. & Nordgren, L.F. (2016). The strength to face the facts: Self-regulation defends against defensive information processing. Organizational Behavior and Human Decision Processes, 137, 86-98. doi:10.1016/j.obhdp.2016.06.006
30. Witte, T.C.H. & Jansen, E.P.W.A. (2016). Students' voice on literature teacher excellence. Towards a teacherorganized model of continuing professional development. Teaching and Teacher Education, 56, 162-172. doi:10.1016/j.tate.2016.02.010