Abstract

This article looks at how the self-regulated learning strategy of setting goals was used by seven pre-service teachers during their student teaching semester. Goals were set by student teachers throughout the semester during seminar classes. Each goal was set and reflected on before a new goal was determined. Findings indicate that pre-service teachers focused on improving either the management of their classrooms or pedagogy. The pre-service teachers reflected that setting a goal and thinking about a way to achieve the goal made positive impacts on their teaching practice. Implications of this study will be useful to teacher education programs and pre-service teachers in field placements.

Published in: Canada International Conference on Education, 2018

  • Date of Conference: 25-28 June, 2018
  • DOI: 10.2053/CICE.2018.0099
  • Electronic ISBN: 978-1-908320-90-2
  • Conference Location: University of Toronto Mississauga, Canada