Exploring active and skilful student teacher learning : Self-regulated and co-regulated learning in primary teacher education
Year: 2020
Type: dissertation
Abstract: The aim of this doctoral dissertation is to provide new insights into the dynamics of class student teachers’ self- and co-regulated learning in the critical and meaningful learning incidents experienced along their study path. The doctoral dissertation consists of three original studies. In the first two studies the focus was on student teachers’ self- and co-regulated learning activities (Study I) and the academic emotions embedded in them (Study II) during their studies. Student teachers’ and pupils’ co-regulated learning behaviours in authentic classroom interaction in teaching practicums were investigated in Study III. In the dissertation, a qualitative driven approach in which content analysis was used was enriched by quantifying of the qualitative findings. The student teacher cohort in Studies I and II consisted of 19 primary school student teachers who were at the end of their study path and from whom the semi-structured interview data with retrospective narration and visualisations on the critical learning incidents experiences during their studies were collected. In Study III the student teacher cohort consisted of video recordings of 43 primary school student teachers who were in different phases of their studies conducting some of the teaching practicum periods belonging to their teacher studies. The critical incidents (one positively perceived and one negatively) student teacher had chosen from the video was analysed. The findings from Study I showed that student teachers’ adapted active self- and co-regulated learning activities in especially positively experienced learning incidents. The regulated learning phases were balanced within and between self- and co-regulated learning. Self-regulated learning activities were adapted in courses calling for individual responsibility in learning (e.g., Thesis seminars) and co-regulated learning emphasised in teaching practicums and courses in which teacher educators had created a supportive yet challenging learning enviroment, i.e. constructive friction for teacher learning. Although co-regulated learning activities were reported less often than self-regulated activities, were they overall perceived highly significant and instructive experiences in terms of teacher learning. The findings from Study II showed that the majority of student teachers’ self- and co-regulated learning activities included positive and activating academic emotions across all regulated learning phases. Enthusiasm and enjoyment were the most commonly reported academic emotions in both self- and co-regulated learning activities. Three main triggers of academic emotions in self- and co-regulated activities were found: 1) facing challenges, 2) social support, and 3) innovative learning and knowledge construction. In co-regulated learning incidents, all three triggers were typically found, whereas in self-regulated learning was commonly one of the triggers emphasised. The findings from Studies I and II triggered a closer examination of student teachers’ co-regulated learning in the environment that was reported as being highly meaningful in terms of teacher learning, i.e., teaching practicums. The results in Study III showed that positively -perceived co-regulated learning incidents embedded in student teachers’ and pupils’ classroom interaction included more frequently, more proactive, and more varied co-regulated learning behaviours than the negatively perceived incidents. Also, verbal and non-verbal co-regulated behaviours were intertwined. In positively perceived incidents behaviours were typically calm and concentrated, whereas in negatively perceived incidents, behaviours were restless and tensed. Furthermore, positively perceived incidents including co-regulated learning behaviours could be found at the beginning and in the middle of lessons and on on-task phases, whereas negatively perceived behaviours were typically transitional situations between tasks. Accordingly, findings revealed that in positively -experienced learning incidents, student teachers’ and pupils’ co-regulated behaviours focused on the task, but in negatively perceived incidents, the focus was more on task-management. This dissertation contributes to the literature on self- and co-regulation in teacher learning by a) offering new insights on how student teachers’ regulate their own and others’ learning throughout their study path; b) proposing that student teachers’ active self- and co-regulation of learning and positive academic emotions are closely related; c) giving fresh insights into the dynamic nature of co-regulated learning as a mediating process when learning how to regulate oneself and others; and d) by examining student teachers’ and pupils’ actual co-regulated learning behaviours in authentic classroom interaction during teaching practicums.
Source: Työväentutkimus Vuosikirja
Author: Emmi Saariaho
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: green
OpenAlex ID: W3119539361