Perception of Student-Teachers Regarding Self-Regulated Learning

Alejandro Diaz-Mujica, Dario Rojas-Diaz, Carolina Zambrano-Matamala, Pedro Salcedo-Lagos and Felipe Albarran-Torres

A chapter in Pedagogy in Basic and Higher Education - Current Developments and Challenges from IntechOpen

Abstract: In this chapter of the book we have described and analyzed what student-teachers understand by self-regulated learning, what they do when applying the different phases of this process and what are the difficulties, they have to regulate their learning. Student-teachers participating in the study are pre-service teachers who are trained to work in the school system as secondary school teachers. The sample consisted of 60 student-teachers from a university in southern Chile. The main findings show that students relate the concept of self-regulated learning mainly with the general organization prior to the study and with the regulation of their emotions. Regarding the process of self-regulated learning, it is suggested that the planning and execution phase are incipient because there is: (i) lack of strategic planning in the planning phase, (ii) lack of motivational self-control processes, which influences the lack of regulation as: disorganization and uncontrolled emotions, (iii) absence of self-records that allow them to compare and monitor the execution of the study. Additionally, it is proposed conceptual model includes components that represent: (i) the understanding of the concept of self-regulation of learning, (ii) development of the process of self-regulation of learning, (iii) lack of regulation and (iv) external agent's antiregulation of learning.

Keywords: self-regulated learning; student-teachers; lack of regulation; study planning; learning process; agents antiregulation of learning (search for similar items in EconPapers)
JEL-codes: I23 (search for similar items in EconPapers)
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Persistent link: https://EconPapers.repec.org/RePEc:ito:pchaps:205149

DOI: 10.5772/intechopen.88728

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