T�tulo: Developing Self-Regulation of Learning and Teaching Skills Among Teacher Candidates
Editor: Springer
Fecha de publicaci�n: 2015
Idioma: Ingl�s
ISBN 10: 9401799490
ISBN 13: 9789401799492
Encuadernaci�n: Paperback
Estado: Fair
Estado de la sobrecubierta: No Jacket
Peso: 0,5 libras

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Sinopsis

During the last several decades, self-regulation of learning has permeated all areas of learning and development, including teaching preparation programs. Self-regulatory competences are essential for successful academic achievement and performance. This book is written for teacher candidates to believe that if they heard a call to teach, they can see in each paragraph of this book that they can do it. Teacher candidates reading this book will find themselves vicariously portrayed in the journey of the four teacher candidates described in this book. They can empathize with their struggles but will also find assurance that through self-regulation their own journeys and dreams could have great outcomes. This book is also written for teacher educators in teaching education programs so that they would realize that by transforming their curriculum in light of new findings on self-regulation, they could facilitate the training process of teacher candidates under their supervision and that self-regulation of learning and teaching matters for teacher candidates.

Drawing on a rich body of research and theory on self-regulation of learning, Bembenutty, White, and V�lez present compelling case studies indicating that the capability of teacher candidates to self-regulate their attainment of educational goals depends on their exposure to self-regulated teacher educators, especially as they model, scaffold, and mentor in classroom settings. This important text gives numerous examples of how teacher educators can become role models and agents for self-regulatory change, and it will be an invaluable resource for courses in education, psychology, and human development.

Barry J. Zimmerman, Professor Emeritus

GraduateCenter, The City University of New York

In an effective blend of theory and case histories, Bembenutty, White, and V�lez provide valuable information and advice for prospective teachers and teacher educators. Their focus on help seeking is critical given the array of resources available to overcome early difficulties especially for teachers with significant challenges. Also important is helping them understand the role of delay of gratification in the face of expanding sources of distraction.

Stuart A. Karabenick, Research Professor

University of Michigan

This book builds a really strong case for the importance of self-regulation in teacher education. Moreover, it tells a fascinating story of educational success against the odds, made possible by personal stamina as well as contextual support. Both teacher students and teacher educators around the world will find this book a wonderful inspiration.

Ivar Br�ten, Professor

University of Oslo, Norway

This is a practical book which provides a compelling narrative with page after page on teacher self-regulatory functioning. I recommend this book for teacher preparation programs, and I will definitely share it with many of my students and colleagues.

Anastasia Kitsantas, Professor

George Mason University

De la contraportada

This book reports an in-depth case study and the student teaching experience of four preservice teachers during practical and clinical experiences in classroom in an urban community in New York. It examines the associations between preservice teachers’ self-regulatory skills and motivational beliefs and their clinical experience both in the college training classroom and in the school settings. The experiences of the students are examined from the perspective of social cognitive theory and self-regulation theory. The authors present a concise summary of an in-depth case study with practical applications across a wide spectrum of fields. They also summarize and give an overview of theories, issues, core concepts related to the self-regulatory experience and motivation of the four case studies.

Stuart A. Karabenick, Research Professor, University of Michigan

Ivar Br�ten, Professor, University of Oslo, Norway

Anastasia Kitsantas, Professor, George Mason University

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