Abstract
Few interventions attempt to foster teacher candidates' self-regulated learning and teaching roles concurrently. This chapter explores 12 education majors' development of self-regulated, critical thinking skills related to learning and teaching as they participated in an elementary writing methods course with a tutoring component. The instructor of the course devised and offered a four-step model of intervention to stimulate the teacher candidates' self-regulatory dispositions. The teacher candidates perceived their responses to context-specific questions created by the instructor as most beneficial to their development of self-regulated attributes.
Original language | American English |
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Title of host publication | Handbook of Research on Critical Thinking Strategies in Pre-Service Learning Environments |
DOIs | |
State | Published - Jan 1 2019 |
Disciplines
- Education