How Student Teachers Regulate their Micro-Teachings: The Dynamics of Student Teachers' Self-Regulated Strategic Processes

Seval Kaygisiz*, Kemal Sinan Özmen**
*-** English Language Teaching Program, Gazi University, Ankara, Turkey.
Periodicity:January - March'2021
DOI : https://doi.org/10.26634/jelt.11.1.17614

Abstract

The present study aims to unveil what kind of self-regulated strategic processes student teachers go through before, during, and after their micro-teachings. To this end, the study was carried out with six third-grade student teachers enrolled in an English Language Teaching Programme at a state university in Ankara, Turkey. Data were collected adopting a qualitative approach via two different sets of interview sessions, observations and reflective journals, and were content analyzed. The ensuing findings revealed such self-regulated strategic processes as motivational, personal, metacognitive, behavioral, emotional and social, engaged by student teachers throughout their micro-teaching stages. Based on the findings, the implications were provided for second language teacher education programmes as well as suggestions for further research.

Keywords

Second language teacher education, English language teaching, Self-regulated learning, Micro-teaching.

How to Cite this Article?

Kaygisiz, S., and Özmen, K. S. (2021). How Student Teachers Regulate their Micro-Teachings: The Dynamics of Student Teachers' Self-Regulated Strategic Processes. i-manager's Journal on English Language Teaching, 11(1), 13-27. https://doi.org/10.26634/jelt.11.1.17614

References

[1]. Andrade, M. S., & Bunker, E. L. (2009). A model for selfregulated distance language learning. Distance Education, 30(1), 47-61. https://www.tandfonline.com/doi/ full/10.1080/01587910902845956
[2]. Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory. Englewood Cliffs, NJ: Prentice Hall.
[3]. Bembenutty, H., White, M., & Vélez, M. (2015). Developing self-regulation of learning and Teaching Skills among Teacher Candidates. New York: Springer.
[4]. Dörnyei, Z. (2005). The Psychology of the language learner: Individual differences in second language acquisition. Mahwah, NJ: Lawrence Erlbaum Associates.
[5]. Endedijk, M. D., Brekelmans, M., Verloop, N., Sleegers, P. J., & Vermunt, J. D. (2014). Individual differences in student teachers' self-regulated learning: An examination of regulation configurations in relation to conceptions of learning to teach. Learning and Individual Differences, 30, 155-162. https://doi.org/10.1016/j.lindif.2013.12.005
[6]. Hadwin, A. F., Järvelä, S., & Miller, M. (2011). Selfregulated, co-regulated, and socially shared regulation of learning. Handbook of Self-Regulation of Learning and Performance, 30, 65-84.
[7]. Kramarski, B., & Kohen, Z. (2017). Promoting preservice teachers' dual self-regulation roles as learners and as teachers: Effects of generic vs. specific prompts. Metacognition and Learning, 12(2), 157-191. https://doi. org/10.1007/s11409-016-9164-8
[8]. Kramarski, B., & Michalsky, T. (2009). Investigating preservice teachers' professional growth in self-regulated learning environments. Journal of Educational Psychology, 101(1), 161–175. https://doi.org/10.1037/a0013101
[9]. Krippendorff, K. (2004). Content analysis: An introduction to its methodology. Thousand Oaks, CA: Sage.
[10]. Krippendorff, K. (2018). Content analysis: An introduction to its methodology. Thousand Oaks, CA. Sage.
[11]. Kurz, T. B. & Knight, S. L. (2004). An exploration of the relationship among teacher efficacy, collective teacher efficacy, and goal consensus. Learning Environments Research, 7(2), 111-128. https://doi.org/10.1023/B:LERI.00 00037198.37750.0e
[12]. Lawson, M. J., Vosniadou, S., Van Deur, P., Wyra, M., & Jeffries, D. (2019). Teachers' and students' belief systems about the self-regulation of learning. Educational Psychology Review, 31(1), 223-251. https://doi.org/10.10 07/s10648-018-9453-7
[13]. Mackey, A., & Gass, S. M. (2005). Second language research: Methodology and design. Mahwah, NJ: Lawrence Erlbaum.
[14]. Mak, P., & Wong, K. M. (2018). Self-regulation through portfolio assessment in writing classrooms. ELT Journal, 72(1), 49-61. https://doi.org/10.1093/elt/ccx012
[15]. Michalsky, T., & Schechter, C. (2013). Pre-service teachers' capacity to teach self-regulated learning: Integrating learning from problems and learning from successes. Teaching and Teacher Education, 30, 60–73. https://doi.org/10.1016/j.tate.2012.10.009
[16]. Miles, M. B., & Huberman, A. M. (1994). Qualitative data analysis: an expanded sourcebook. Thousand Oaks: Sage Publications.
[17]. Nakata, Y. (2010). Toward a framework for selfregulated language-learning. TESL Canada Journal, 27(2), 1-10. https://doi.org/10.18806/tesl.v27i2.1047
[18]. Nakata, Y. (2019). Encouraging student teachers to support self-regulated learning: A multiple case study on prospective language teachers. International Journal of Educational Research, 95, 200-211. https://doi.org/10. 1016/j.ijer.2019.01.007
[19]. OECD. (2018). The future of education and skills: Education 2030. Retrieved from https://www.oecd.org/ education/2030/E2030%20Position%20Paper%20(05.04. 2018).pdf
[20]. Perry, N. E., Hutchinson, L., & Thauberger, C. (2008). Talking about teaching self-regulated learning: Scaffolding student teachers' development and use of practices that promote self-regulated learning. International Journal of Educational Research, 47(2), 97-108. https://doi.org/ 10.1016/j.ijer.2007.11.010
[21]. Perry, N. E., VandeKamp, K. O., Mercer, L. K., & Nordby, C. J. (2002). Investigating teacher-student interactions that foster self-regulated learning. Educational Psychologist, 37(1), 5-15. https://www.tandfonline.com/ doi/abs/10.1207/S15326985EP3701_2
[22]. Pintrich, P. R. (2000). The role of goal orientation in selfregulated learning. In M. Zeidner, M. Boekaerts, & P. R. Pintrich (Eds.), Handbook of Self-regulation (pp. 451-502). San Diego: Academic Press.
[23]. Ramdass, D., & Zimmerman, B. J. (2011). Developing self-regulation skills: The important role of homework. Journal of Advanced Academics, 22(2), 194-218. https:// doi.org/10.1177/1932202X1102200202
[24]. Randi, J., Corno, L., & Johnson, E. (2011). Transitioning from college classroom to teaching career: Self-regulation in prospective teachers. New directions for Teaching and Learning, 126, 89-98. https://doi.org/10.1002/tl.447
[25]. Saariaho, E., Pyhältö, K., Toom, A., Pietarinen, J., &Soini, T. (2016). Student teachers' self-and co-regulation of learning during teacher education. Learning: Research and Practice, 2(1), 44-63. https://doi.org/10.1080/23735 082.2015.1081395
[26]. Seker, M. (2016). The use of self-regulation strategies by foreign language learners and its role in language achievement. Language Teaching Research, 20(5), 600- 618. https://doi.org/10.1177/1362168815578550
[27]. Steinbach, J., & Stoeger, H. (2016). How primary school teachers' attitudes towards self- regulated learning (SRL) influence instructional behavior and training implementation in classrooms. Teaching and Teacher Education, 60, 256-269. https://doi.org/10.1016/j.tate. 2016.08.017
[28]. Tsuda, A., & Nakata, Y. (2013). Exploring self-regulation in language learning: A study of Japanese high school EFL students. Innovation in Language Learning and Teaching, 7(1), 72-88. https://doi.org/10.1080/17501229.2012.686500
[29]. Usher, E. L., & Schunk, D. H. (2018). Social cognitive theoretical perspective of self-regulation. In D. H. Schunk & J.A. Greene (Eds.), Handbook of Self-regulation of Learning and Performance (2nd ed., pp. 19–35). New York: Routledge, Taylor & Francis.
[30]. Werner, E. E. (1995). Resilience in development. Current Directions in Psychological Science, 4(3), 81-85. https://www.jstor.org/stable/20182335
[31]. Williams, M., & Burden, R. L. (1997). Psychology for language teachers: A social constructivist approach. New York, NY: Cambridge University Press.
[32]. Yukawa, J. (2006). Co-reflection in online learning: Collaborative critical thinking as narrative. International Journal of Computer-Supported Collaborative Learning, 1(2), 203-228. https://link.springer.com/article/10.1007/s11 412-006-8994-9
[33]. Zimmerman, B. J. (1989). Models of self-regulated learning and academic achievement. In B. J. Zimmerman, & D. H. Schunk (Eds.) Self-regulated learning and academic achievement: Theory, research, and practice (pp. 1-25). New York: Springer
[34]. Zimmerman, B. J. (2000). Attaining self-regulation: A social cognitive perspective. In M. Boekaerts, P. Pintrich and M. Zeidner (Eds.), Handbook of self-regulation (pp. 13-39). Burlington, MA: Elsevier Academic Press.
[35]. Zimmerman, B. J. (2002). Becoming a self-regulated learner: An overview. Theory into Practice, 41(2), 64-70. https://doi.org/10.1207/s15430421tip4102_2
[36]. Zimmerman, B. J. (2008). Investigating self-regulation and motivation: Historical background, methodological developments, and future prospects. American Educational Research Journal, 45(1), 166-183. https://doi. org/10.3102/0002831207312909
If you have access to this article please login to view the article or kindly login to purchase the article

Purchase Instant Access

Single Article

North Americas,UK,
Middle East,Europe
India Rest of world
USD EUR INR USD-ROW
Online 15 15

Options for accessing this content:
  • If you would like institutional access to this content, please recommend the title to your librarian.
    Library Recommendation Form
  • If you already have i-manager's user account: Login above and proceed to purchase the article.
  • New Users: Please register, then proceed to purchase the article.