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ERIC Number: EJ1164999
Record Type: Journal
Publication Date: 2017-Dec
Pages: 21
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0313-5373
EISSN: N/A
Active Learning and Self-Regulation Enhance Student Teachers' Professional Competences
Virtanen, Päivi; Niemi, Hannele M.; Nevgi, Anne
Australian Journal of Teacher Education, v42 n12 Article 1 p1-20 Dec 2017
The study identifies the relationships between active learning, student teachers' self-regulated learning and professional competences. Further, the aim is to investigate how active learning promotes professional competences of student teachers with different self-regulation profiles. Responses from 422 student teachers to an electronic survey were analysed using statistical methods. It was found that the use of active learning methods, such as goal-oriented and intentional learning as well as autonomous and responsible group work, are strongly and positively related to the achievement of professional competences. To develop the best competences, student teachers need high learning motivation and excellent self-regulation strategies. The mean scores in professional competences of highly motivated student teachers with excellent self-regulated learning were significantly higher when their experiences of active learning increased. Moreover, student teachers with high motivation and moderate self-regulation also benefited significantly from the use of active learning methods.
Edith Cowan University. Bradford Street, Mount Lawley, West Australia 6050, Australia. Web site: http://ro.ecu.edu.au/ajte/
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Finland
Grant or Contract Numbers: N/A