Year: 2011
Type: dissertation
Abstract: In sum, the following general research questions are answered in this dissertation: \n1. Which SRL principles for primary teacher education are distinguished in the \nliterature? \n2. Which tool can assess primary student teachers’ SRL opportunities in educational \npre-service programs? \n3. To what extent do student teachers’ use of metacognitive learning strategies \nand motivation for learning change in a learning environment with increased \nSRL opportunities? \nBased on the research findings of the main study, it becomes obvious that teacher \neducators require more informal learning trajectories to further implement SRL \nopportunities in their learning programs. The elaboration of the SRL design principles \nin online learning networks can support teacher educators’ search for a sufficient \nbalance between teacher- and student-centred learning, because online learning \nnetworks are not limited by geography, space, or time. Rather, they can provide \nexperiences for extending learning beyond the classroom walls that can be applied \nin classroom practice. This insight results in a closer investigation of the value of \nonline learning networks for further support of SRL implementation in primary \nteacher education, resulting in a final fourth research question of this PhD research: \n4. What is the value of online learning networks to support SRL implementation in \nprimary teacher education?
Authors: Emmy Vrieling, Theo Bastiaens, Sjef Stijnen
Institutions: Iselinge Hogeschool, FernUniversität in Hagen, The Open University
Language: English
Subfield: Developmental and Educational Psychology
Field: Psychology
Domain: Social Sciences
SDG: Quality education
Open Access status: green
OpenAlex ID: W1606550364