Self-regulated learning, self-determination theory and teacher candidates’ development of competency-based teaching practices
Keyword(s):
AbstractSelf-regulated promoting practices foster students’ development of metacognition, motivation and strategic action. These underlying learning competencies improve students' academic, social, emotional and career outcomes. Although beneficial, the development of self-regulated promoting practices is challenging, particularly for teacher candidates. This article describes self-regulated learning practices and how motivational supports for teacher candidates' self-determined motivation creates contextual conditions that foster teacher candidates’ development of these practices. The article concludes with suggestions for future research.
2011 ◽
Vol 21
(3)
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pp. 332-344
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Keyword(s):
2020 ◽
2010 ◽
Vol 16
(3)
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pp. 183-203
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2020 ◽
Vol 32
(4)
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pp. 1055-1072
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Keyword(s):