Self-regulated learning, self-determination theory and teacher candidates’ development of competency-based teaching practices

Self-regulated promoting practices foster students’ development of metacognition, motivation and strategic action. These underlying learning competencies improve students' academic, social, emotional and career outcomes. Although beneficial, the development of self-regulated promoting practices...

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Bibliographic Details
Published inSmart learning environments Vol. 9; no. 1; pp. 1 - 14
Main Author Brenner, Charlotte Ann
Format Journal Article
LanguageEnglish
Published Singapore Springer Singapore 06.01.2022
Springer
Springer Nature B.V
SpringerOpen
Subjects
Classroom Environment
Commentary
Communication Skills
Competence
Competency Based Education
Competency-based teaching practices
Computers and Education
Context Effect
Critical Thinking
Developed Nations
Education
Educational Assessment
Educational Needs
Educational Opportunities
Educational Strategies
Evaluative Thinking
Learner Engagement
Learning
Learning Motivation
Learning Processes
Learning Strategies
Learning Theories
Lifelong Learning
Metacognition
Motivation
Personal Autonomy
Preservice Teacher Education
Preservice Teachers
Problem Solving
Self Determination
Self Management
Self-regulated learning
Skill Development
Social Responsibility
Student Development
Student Motivation
Student Participation
Students
Teacher candidates
Teacher Education Programs
Teachers
Self-regulated learning
Competency-based teaching practices
Motivation
Self-determination
Teacher candidates
Teacher education programs
Online AccessGet full text
ISSN2196-7091
2196-7091
DOI10.1186/s40561-021-00184-5

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Summary:Self-regulated promoting practices foster students’ development of metacognition, motivation and strategic action. These underlying learning competencies improve students' academic, social, emotional and career outcomes. Although beneficial, the development of self-regulated promoting practices is challenging, particularly for teacher candidates. This article describes self-regulated learning practices and how motivational supports for teacher candidates' self-determined motivation creates contextual conditions that foster teacher candidates’ development of these practices. The article concludes with suggestions for future research.
Bibliography:SourceType-Scholarly Journals-1
ObjectType-Correspondence-1
content type line 14
ISSN:2196-7091
2196-7091
DOI:10.1186/s40561-021-00184-5