The SRL aligns with current educational initiatives (inquiry learning, inclusion, assessment for learning). Students who self-regulate their learning become adaptive, lifelong learners, adept at working independently and collaboratively. Although beneficial, teaching toward SRL requires a sophisticated awareness of and responsiveness to students’ needs, as well as knowledge and use of complex teaching strategies. These techniques are often difficult for teacher candidates to learn and implement. This study examines supports and constraints for teacher candidates’ development of self-regulated learning practices over the course of 11 months. Findings indicate that TCs preestablished classroom participatory structures, alignment between their learning experiences, adequate support, sufficient time to develop and refine teaching practices and space to be autonomous yet receive in-situ support within their practicum settings.

Author: Charlotte A. Brenner

Published in: Canada International Conference on Education, 2023

  • Date of Conference: 26-28 June, 2023
  • DOI: 10.20533/CICE.2023.0017
  • Electronic ISBN: 978-1-913572-58-7
  • Conference Location: Residence and Conference Centre, Toronto, Canada