Positioning Teacher Candidates as Self-Regulated, Critically Thinking Learners and Teachers in an Elementary Writing Course With a Tutoring Component

Research output: Chapter in Book/Report/Conference proceedingChapter

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 languageAmerican English
Title of host publicationHandbook of Research on Critical Thinking Strategies in Pre-Service Learning Environments
DOIs
StatePublished - Jan 1 2019

Disciplines

  • Education

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