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Survey responses from 422 student teachers were analyzed using statistical methods. Active learning approaches—goal-oriented and intentional learning, along with autonomous and responsible group work—show strong positive associations with competence achievement. The strongest outcomes appear for highly motivated participants with excellent SRL, while high motivation with moderate SRL also benefits.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/active-learning-and-self-regulation-enhance-student-teachers-professional-competences-article/593778/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/active-learning-and-self-regulation-enhance-student-teachers-professional-competences-article/593778.png","ImageObject",300,407,{"name":92,"@type":93},"4398046744996","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-29","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":34},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is the main focus of the study?","Question",{"text":112,"@type":113},"The study investigates how active learning supports student teachers’ professional competences and how this relates to self-regulated learning profiles.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How were the study data collected and analyzed?",{"text":117,"@type":113},"Responses from 422 student teachers were gathered through an electronic survey and analyzed using statistical methods.",{"name":119,"@type":110,"acceptedAnswer":120},"Which active learning methods were linked to better professional competences?",{"text":121,"@type":113},"Goal-oriented and intentional learning, as well as autonomous and responsible group work, were strongly and positively related to competence achievement.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},593778,1792596962,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":66,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":133,"file_id":134,"file_url":135,"file_type":136,"file_size":137,"view_count":34,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":138,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":144,"preview_page_count":4},4398046744996,"Australian Journal of Teacher Education  \n\n| Volume 42 | Issue 12 | Article 1 |\n| --- | --- |\n| 2017\u003Cbr>Active Learning and Self-Regulation Enhance Student Teachers’Professional Competences\u003Cbr>PäiviVirtanen\u003Cbr>Centre for Continuing Education, University of Helsinki, Finland, [paivi.s.virtanen@helsinki.fi](paivi.s.virtanen@helsinki.fi)\u003Cbr>HanneleM. Niemi\u003Cbr>Faculty of Educational Sciences, University of Helsinki, Finland, [hannele.niemi@helsinki.fi](hannele.niemi@helsinki.fi)\u003Cbr>Anne Nevgi\u003Cbr>Centre for University Teaching and Learning HYPE, University of Helsinki, Finland, [anne.nevgi@helsinki.fi](anne.nevgi@helsinki.fi) |  |\n\nRecommended Citation  \nVirtanen, P., Niemi, H. M., & Nevgi, A. (2017). Active Learning and Self-Regulation Enhance Student Teachers’ Professional Competences. Australian Journal of Teacher Education, 42 (12).  \nRetrieved from [http://ro.ecu.edu.au/ajte/vol42/iss12/1](http://ro.ecu.edu.au/ajte/vol42/iss12/1)  \nThis Journal Article is posted at Research Online.  \n[http://ro.ecu.edu.au/ajte/vol42/iss12/1](http://ro.ecu.edu.au/ajte/vol42/iss12/1)  \nAustralian Journal of Teacher Education  \nActive Learning and Self-Regulation Enhance Student Teachers’  \nProfessional Competences  \nPäivi Virtanen  \nHannele Niemi  \nAnne Nevgi  \nUniversity of Helsinki, Finland  \nAbstract: The study identifies the relationships between active  \nlearning, student teachers’ self-regulated learning and professional  \ncompetences. Further, the aim is to investigate how active learning  \npromotes professional competences of student teachers with different  \nself-regulation profiles. Responses from 422 student teachers to an  \nelectronic survey were analysed using statistical methods. It was  \nfound that the use of active learning methods, such as goal-oriented  \nand intentional learning as well as autonomous and responsible group  \nwork, are strongly and positively related to the achievement of  \nprofessional competences. To develop the best competences, student  \nteachers need high learning motivation and excellent self-regulation  \nstrategies. The mean scores in professional competences of highly  \nmotivated student teachers with excellent self-regulated learning were  \nsignificantly higher when their experiences of active learning  \nincreased. Moreover, student teachers with high motivation and  \nmoderate self-regulation also benefited significantly from the use of  \nactive learning methods.  \nIntroduction  \nCrucial questions for teacher education (TE) include the following: How does TE prepare student teachers for the future as well as to meet ongoing changes? How can beginning teachers support their students to cope with these changes? Several organisations have pondered these questions. For example OECD within the Definition and Selection of Competences (DeSeCo) project (OECD, 2001; 2005b), UNESCO (Delors, 1996), the American Association of Colleges for Teacher Education (AACTE, 2010), and the European Union (2006), and have determined what kinds of competences schools should provide to students. In Asian countries (e.g. Singapore (Wei Li, 2013), Malaysia (Jarvis, Dickerson, Thomas, & Graham, 2014) and China (Lau & Chen, 2013)), competences that are needed for the future have also been recognised. There are some variations regarding how these competences are defined and what skills are emphasised (Shi, Liu, Liu, [et.al](et.al), 2016). However, they are most commonly labelled as either 21st century competences, future skills, core competences, key competences or transferable skills and competences (Voogt & Roblin, 2012) . Common threads amongst these competencies are the emphases on active learning and skills for collaborative knowledge creation. These competences call for students to develop self-regulated learning, to self-direct and to manage their learning processes (Tan, Chua & Goh, 2015) . Teachers should include these future competences as integral parts of their professional work. Therefore, how can TE prepare student teac","cbCaigecJFNBpB6n","https://ap.wps.com/l/cbCaigecJFNBpB6n","pdf",753100,21,"English","# Introduction\n## Teacher education competences and future skills\n## Evidence from prior research\n## Study rationale and research gap","[{\"question\":\"What is the main focus of the study?\",\"answer\":\"The study investigates how active learning supports student teachers’ professional competences and how this relates to self-regulated learning profiles.\"},{\"question\":\"How were the study data collected and analyzed?\",\"answer\":\"Responses from 422 student teachers were gathered through an electronic survey and analyzed using statistical methods.\"},{\"question\":\"Which active learning methods were linked to better professional competences?\",\"answer\":\"Goal-oriented and intentional learning, as well as autonomous and responsible group work, were strongly and positively related to competence achievement.\"}]","Active Learning and Self-Regulation Enhance Student Teachers’ Professional Competences - Article | PDF",1792077897,53]