Using Reflection to Increase Self-Regulation Among Pre-Service Teachers

Using Reflection to Increase Self-Regulation Among Pre-Service Teachers

Meagan Caridad Arrastia-Chisholm (Valdosta State University, USA), Kelly M. Torres (The Chicago School of Professional Psychology, USA) and Samantha Tackett (Florida State University, USA)
Copyright: © 2018 |Pages: 18
DOI: 10.4018/978-1-5225-2963-7.ch008
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Abstract

Reflection is an important part of self-regulation and self-regulated learning promotes academic success in a variety of settings. In order for students to develop self-regulation, teachers can start early by modeling and explicitly teaching self-regulated learning skills. These skills should first be practiced during teacher training programs by pre-service teachers and teacher educators. The purpose of this chapter is to introduce the development of self-regulation through the practice of reflection among pre-service teachers within teacher education programs. This chapter begins with describing the construct of self-regulation and the influence of teacher self-regulation on students. Next, the authors discuss the research and recommend research-based strategies that support the use of reflection as a tool to increase self-regulation skills among pre-service teachers. In the final section the authors discuss implications for teacher education programs and faculty.
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Self-Regulation In Academic Learning

Before starting our discussion within the context of pre-service teacher education, we first define self-regulation. When we started a formal investigation into the construct of self-regulation, we found that this term means many things to different scholars. Even academic self-regulation manifests in many different forms including the use of learning strategies, control over the learning environment, and a belief in one’s abilities. Many areas of psychology have been applied to self-regulation, including personality, cognitive, behavioral, developmental, and biological. In general, self-regulation includes impulse control, the ability to monitor behavior, as well as regulation of thoughts, feelings and even attentional processes (Vohs & Baumeister, 2004).Through self-regulated learning (SRL), students are able to “set goals, monitor their performance, measure their success, and adjust their behavior(s) accordingly” (Skinner, 2013, p. 93). Although the development of volition – “the tendency to maintain focus and effort toward goals despite potential distractions” (Corno, 1994, p. 229) – in the self-regulatory system is not well understood, social cognitive models of self-regulation have frequently been applied and tested concerning students’ learning. Beyond one’s volition, teachers’ beliefs about their teaching responsibilities and ability to influence student learning may play a part in the self-regulation process of teaching (Torres & Tackett, 2016a).

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