Professional learning for preservice science teachers: shifts in self-regulated learning practices and questioning skills

This multi-case study investigated self-regulation of preservice science teachers’ (PSTs), focusing on their ability to learn from their own teaching experiences and to regulate teaching practices to pose higher-level cognitive questions. The participants were three PSTs enrolled in a certification...

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Veröffentlicht in:	Metacognition and learning 2024-12, Vol.19 (3), p.827-861
Hauptverfasser:	Tran, Hong H., Capps, Daniel K., Cleary, Timothy J.
Format:	Artikel
Sprache:	eng
Schlagworte:	Classrooms Cooperating Teachers Education Instructional Materials Learning and Instruction Preservice teachers Science teachers Self regulation Teaching Teaching and Teacher Education
Online-Zugang:	Volltext
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