ERIC Number: EJ989915
Record Type: Journal
Publication Date: 2012-Nov
Pages: 28
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0036-8326
EISSN: N/A
Shaping Self-Regulation in Science Teachers' Professional Growth: Inquiry Skills
Michalsky, Tova
Science Education, v96 n6 p1106-1133 Nov 2012
This study examined 188 preservice science teachers' professional growth along three dimensions--self-regulated learning (SRL) in a science pedagogical context, pedagogical content knowledge, and self-efficacy in teaching science--comparing four learner-centered, active-learning, peer-collaborative environments for learning to teach higher order scientific-inquiry thinking. Three environments supported different SRL components using the "IMPROVE" self-regulatory model: cognitive-metacognitive alone (CogMet), motivational alone (Mot), or all three components (CogMetMot). The fourth environment provided no SRL support. Findings indicated that preservice teachers in the three SRL-scaffolding conditions outperformed their unscaffolded peers on all professional growth measures: SRL (cognition, metacognition, motivation), pedagogical knowledge (declarative, procedural, conditional), and self-efficacy in teaching science. Moreover, the CogMetMot group exhibited the highest scores on all measures. Implications concern SRL scaffolding to enhance preservice science teachers' professional growth. (Contains 6 tables.)
Descriptors: Self Efficacy, Faculty Development, Science Teachers, Metacognition, Preservice Teachers, Knowledge Base for Teaching, Pedagogical Content Knowledge, Undergraduate Students, Comparative Analysis, Active Learning, Thinking Skills, Scaffolding (Teaching Technique), Scores, Measures (Individuals), Inquiry, Skill Development
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Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A