Self-Regulated Learning in Higher Education: Teaching Experience in Teacher Training
Върнячка Баня, Република Сърбия
The paper focuses on self-regulated learning (SRL) as a strategy of higher education teaching and learning, its origin, elements, main characteristics. It is compared to self-directed learning (SDL). There are three interactive dimensions of SDL: self-management, (or task control); self-monitoring, (or cognitive responsibility), and motivation, (or maintenance of effort). The model of SDL is compared to the model of SRL with its inherent cognitive strategies of organization, rehearsal, elaboration; metacognitive strategies panning, monitoring, regulating. The socio-cognitive model of SRL is applied to a particular field of knowledge – technology education for university student teachers. Among others, tasks analysis and self-motivation are the two main types of processes involved in SRL for the university students. We used observations and interviews with university students in teacher training courses to outline the main domains of self-regulated learning and its advantages for academic success and further on into students’ pre-service practice. Practice and observation of how different elements of SRL work and can be successfully used are shared by us in particular teacher training courses for technology education and methodology of technology education in primary schools. The ability to manage the contexts of learning and information becomes an important indicator of the efficacy of the SRL strategy and their learning success. Motivation and learning strategies are outlined. Fostering the skills of SRL is an intervention that improves the experience of teaching and learning of future teachers in their pre-service education.
self-regulated learning, learning strategies, teacher training