Loading...
Please wait, while we are loading the content...
Preservice Teachers' Online Self-Regulated Learning: Does Digital Readiness Matter?
| Content Provider | MDPI |
|---|---|
| Author | Lisa, Pösse Michaela, Gläser-Zikuda Marion, Händel Fuchs, Katharina Bedenlier, Svenja Kammerl, Rudolf Kopp, Bärbel Ziegler, Albert |
| Copyright Year | 2022 |
| Description | (1) Background: Teaching in today’s schools asks teachers to foster self-regulated learning and digital competences in children and young people. In order to do so, teachers first need to acquire and use these competences themselves. (2) Methods: Based on a mixed-methods approach, the study investigates self-regulated learning in online courses of N = 129 preservice teachers at a German university. (3) Results and conclusions: Perceiving their digital readiness as generally high, preservice teachers appear to not overly self-regulate their learning in the online environment. Finally, preservice teachers’ digital readiness was related only weakly to their online self-regulated learning. A discussion is offered which shows teacher education as a broader phenomenon and implies the need for professional development for teacher educators. Additionally, it is argued to link research on self-regulated learning more closely to research on online learning environments in teacher education. |
| Starting Page | 272 |
| e-ISSN | 22277102 |
| DOI | 10.3390/educsci12040272 |
| Journal | Education Sciences |
| Issue Number | 4 |
| Volume Number | 12 |
| Language | English |
| Publisher | MDPI |
| Publisher Date | 2022-04-12 |
| Access Restriction | Open |
| Subject Keyword | Education Sciences Self-regulated Learning Online Learning Preservice Teachers Mixed Methods |
| Content Type | Text |
| Resource Type | Article |
