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The Promotion of Self-Regulated Learning Through Peer Feedback in Initial Teacher Education

The Promotion of Self-Regulated Learning Through Peer Feedback in Initial Teacher Education

Elena Cano García, Laura Pons-Seguí
Copyright: © 2020 |Volume: 10 |Issue: 1 |Pages: 20
ISSN: 2577-5871|EISSN: 2577-588X|EISBN13: 9781799808954|DOI: 10.4018/IJTESSS.2020010101
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MLA

García, Elena Cano, and Laura Pons-Seguí. "The Promotion of Self-Regulated Learning Through Peer Feedback in Initial Teacher Education." IJTESSS vol.10, no.1 2020: pp.1-20. http://doi.org/10.4018/IJTESSS.2020010101

APA

García, E. C. & Pons-Seguí, L. (2020). The Promotion of Self-Regulated Learning Through Peer Feedback in Initial Teacher Education. International Journal of Technology-Enabled Student Support Services (IJTESSS), 10(1), 1-20. http://doi.org/10.4018/IJTESSS.2020010101

Chicago

García, Elena Cano, and Laura Pons-Seguí. "The Promotion of Self-Regulated Learning Through Peer Feedback in Initial Teacher Education," International Journal of Technology-Enabled Student Support Services (IJTESSS) 10, no.1: 1-20. http://doi.org/10.4018/IJTESSS.2020010101

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Abstract

This study explores how peer-feedback promotes self-regulated learning (SRL) processes in initial teacher education. Self-regulation capacity is analyzed through Pintrich's MSLQ questionnaire. A total of 50 students have participated in this experience during the year 2015-2016. Tasks that enhanced self-regulation and learning to learn competence were developed in this course. In order to analyze the effect of these tasks on SRL, pre- and post-tests were administered to the experimental (n=50) and a control group (n=45). The results revealed an improvement in self-regulation capacity, especially in those items relative to help seeking, task value and self-efficacy.

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