Self-regulation of learning processes of student teachers in new training arrangements

Abstract

In the last decade a lot of new training arrangements for student teachers have been started. One of the major changes with regard to former curricula is the more self-regulative way of learning that is expected from student teachers. The question rises if student teachers are well prepared to be responsible for planning, monitoring and assessment of their own learning. We therefore designed a research project to answer the following question: What is a good didactic way to systematically optimize the quality of self-regulation of the learning process of student teachers during their in-service education? The research project includes three studies. In this paper the first study is presented. In this study an instrument is tested to measure the actual self-regulation of the learning process of 20 student teachers of a post-graduate teacher education programme for secondary education in the Netherlands. To develop the measurement instrument we searched the literature and performed two pilot studies. The study presented in this paper will result in insight in the actual self-regulation of the learning process of student teachers and in the usefulness of the week report as an instrument to measure self-regulation on a larger scale.