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Preservice Teachers' Online Self-Regulated Learning: Does Digital Readiness Matter?
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- Author(s): Fuchs, Katharina (ORCID
Fuchs, Katharina (ORCID 0000-0001-8623-2440 ); Pösse, Lisa; Bedenlier, Svenja; Gläser-Zikuda, Michaela; Kammerl, Rudolf (ORCIDKammerl, Rudolf (ORCID 0000-0001-5500-0487 ); Kopp, Bärbel; Ziegler, Albert (ORCIDZiegler, Albert (ORCID 0000-0002-2122-0673 ); Händel, Marion (ORCIDHändel, Marion (ORCID 0000-0002-3069-5582 )- Source:
Education Sciences. 2022 12.- Publication Date:
2022- Document Type:
Journal Articles
Reports - Research - Source:
- Additional Information
- Availability: MDPI AG. Klybeckstrasse 64, 4057 Basel, Switzerland. e-mail: [email protected]; e-mail: [email protected]; Web site: https://www.mdpi.com/journal/education
- Peer Reviewed: Y
- Source: 14
- Education Level: Higher Education
Postsecondary Education
Early Childhood Education
Elementary Education
Kindergarten
Primary Education
Elementary Secondary Education - Subject Terms: Preservice Teachers; Metacognition; Online Courses; Teacher Education Programs; Technological Literacy; Pedagogical Content Knowledge; Foreign Countries; Teacher Competencies; Student Attitudes; Faculty Development; Teacher Educators; Teaching Methods; Student Surveys; Kindergarten; Elementary Secondary Education; Learning Strategies
- Subject Terms:
- ISSN: 2227-7102
- Abstract: (1) Background: Teaching in today's schools asks teachers to foster self-regulated learning and digital competences in children and young people. In order to do so, teachers first need to acquire and use these competences themselves. (2) Methods: Based on a mixed-methods approach, the study investigates self-regulated learning in online courses of N = 129 preservice teachers at a German university. (3) Results and conclusions: Perceiving their digital readiness as generally high, preservice teachers appear to not overly self-regulate their learning in the online environment. Finally, preservice teachers' digital readiness was related only weakly to their online self-regulated learning. A discussion is offered which shows teacher education as a broader phenomenon and implies the need for professional development for teacher educators. Additionally, it is argued to link research on self-regulated learning more closely to research on online learning environments in teacher education.
- Abstract: As Provided
- Publication Date: 2022
- Accession Number: EJ1353850
- Availability:
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