Pre-service Teachers' Self-Regulated Learning and their Developing Concepts of SRL

Oct 15, 2026

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Self-regulated learners manage thoughts, emotions, and behaviours, and they use social and contextual resources to achieve learning goals. Evidence indicates student teachers can learn instructional approaches that foster students’ SRL, and teachers’ own SRL is linked to their capacity to promote self-regulation in learners. This study analyzes how pre-service teachers’ concepts of SRL develop through coursework and field observations and tests links between their self-reported SRL and their knowledge of SRL behaviours and SRL-supportive teaching practices.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages19

Reading Time48 min

AccessFree to download

Introduction

Theoretical Context and Literature Review

Pre-service Teachers' Self-Regulated Learning and their Developing Concepts of SRL Dawn Buzza Wilfrid Laurier University Trina Allinotte Waterloo Region District School Board Abstract Self-regulated learners manage their thoughts, emotions, and behaviours, and their social and contextual environments to reach their learning goals. Research shows that student teachers can learn to teach in ways that promote students’ development of SRL. It has also been shown that there is a relationship between teachers’ own SRL and their ability to develop self-regulation in students. This study examined student teachers’ developing concepts of SRL as they learned about this complex set of skills, behaviours, and beliefs through both coursework and field observations. This paper investigates the relationship between self-reported SRL of these teachers and their understanding of SRL behaviours and SRL-supportive teaching practices. Participants’ self-reported learning strategy scores predicted their performance on an SRL classroom observation assignment while motivation scores were unrelated. These results contribute to our growing knowledge of how to support student teachers in their learning of teaching strategies that support the development of SRL. Keywords: self-regulated learning; teacher education; teaching strategies; learning strategies; intrinsic motivation Dawn Buzza, [PhD. is](PhD. is) an Associate Professor of Education at Wilfrid Laurier University. Her research interests include child and adolescent development and self-regulated learning (SRL) . She is currently working with secondary school teachers to examine the effectiveness of teacher-developed SRL support strategies across instructional contexts and over time. One goal of this research is to examine academic and motivational outcomes of SRL support aimed at helping students during the transition to high school. E-mail: [dbuzza@wlu.ca](dbuzza@wlu.ca) Trina Allinotte teaches secondary science and special education in the Waterloo Region District School Board. She holds a Master's degree in Education from the University of Victoria, BC. Brock Education, 23(1), Fall 2013, pp. 58-76 D. Buzza Teacher Education and SRL Introduction The importance of self-regulated learning (SRL) in academic learning and in contexts outside of school has been demonstrated in the literature (McCaslin & Good, 1996; Perry, 1998, Boekaerts, Pintrich & Zeidner, 2000; Schunk & Zimmerman, 2008) . Self-regulated learners are metacognitively, motivationally, and behaviourally engaged in the learning process (Zimmerman & Schunk, 2001) . In addition, self-regulated learners are aware of their strengths and limitations in academic situations and they have a range of strategies to use to meet the demands of challenging learning tasks. They believe that they are capable (i.e. , have high self-efficacy beliefs), hold an incremental theory of ability, and typically focus on learning goals and personal progress more than performance goals or competing with classmates (Schunk & Zimmerman, 2008) . They also attribute successes and failures to factors they can control (e.g. , effort and strategy use) . Finally, they are flexible and adaptable in monitoring their own learning and applying strategies to learning challenges they face. Research has shown that teaching behaviours, task design, and classroom interactions influence students’ development of self-regulated learning skills. For instance, Perry and her colleagues (Perry, Phillips, & Dowler, 2004; Perry & VandeKamp, 2000) describe classrooms that support children’s development of SRL as those where they work on extended, complex learning tasks; make decisions about how they go about learning and about the end products and criteria for evaluating them; can collaborate with peers; and where there are opportunities for peer and self-evaluation. Perry, Phillips, and Hutchinson (2006) also demonstrated that student teachers can, with ad

FAQs

What does self-regulated learning involve for learners?

Self-regulated learners engage metacognitively, motivationally, and behaviourally. They monitor learning, use strategies, and attribute outcomes to controllable factors such as effort and strategy use.

How did the study examine student teachers’ development of SRL concepts?

The study examined pre-service teachers’ developing concepts of SRL as they learned through coursework and field observations, linking their self-reported SRL with their understanding of SRL behaviours and supportive teaching practices.

What predictors were found for performance on the SRL classroom observation assignment?

Participants’ self-reported learning strategy scores predicted performance on the SRL classroom observation assignment. Motivation scores were unrelated.

Oct 15, 2026

Upload by Ben