Student teachers' self- and co-regulation of learning during teacher education. Issue 1 (2nd January 2016)

• Record Type: Journal Article
• Authors: Saariaho, Emmi; Pyhältö, Kirsi; Toom, Auli; Pietarinen, Janne; Soini, Tiina
• Is Part Of: Learning. Volume 2:Issue 1(2016)
• Page Start: 44
• Page End: 63
• Publication Date: 2016-01-02
• Subjects: self-regulation -- co-regulation -- learning -- student teachers -- teacher education; Learning -- Research -- Periodicals; Learning -- Periodicals; Learning; Learning -- Research; Periodicals; 370.152305
• DOI: 10.1080/23735082.2015.1081395
• Languages: English
• ISSNs: 2373-5082

Abstract

Abstract : Self-regulative learning skills are extremely important contributors in student teacher learning. Also, interest in co-regulation in learning as a facilitator for pupils' self-regulation skills and an ability to learn how to support peers' regulated learning has increased significantly during the past decade. Still, our understanding of student teachers' co- and self-regulative learning during their studies is shallow. This study aims to explore student teachers' self- and co-regulation of learning, including their elements and qualities embedded in various contexts of teacher education. In this study 19 primary school student teachers from a large research-based Finnish university were interviewed. The data were content analysed by applying an abductive strategy. The results showed that student teachers applied self-regulated learning more often than co-regulated learning, and that teaching practice provided a primary arena for regulative learning. Further investigation revealed that although self- and co-regulation had the same components, they differed in terms of the quality of regulation. Our findings suggest that co-regulated learning activities that involve peers and teacher educators reached a more profound and meaningful level when learning to become a teacher than learning activities involving self-regulated activities.