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ERIC Number: EJ932259
Record Type: Journal
Publication Date: 2011
Pages: 10
Abstractor: ERIC
Reference Count: 13
ISBN: N/A
ISSN: ISSN-0271-0633
Transitioning from College Classroom to Teaching Career: Self-Regulation in Prospective Teachers
Randi, Judi; Corno, Lyn; Johnson, Elisabeth
New Directions for Teaching and Learning, n126 p89-98 Sum 2011
Focusing on the transition from school to work, the 21st Century Workforce Commission has recommended closer linkages between secondary schools and colleges and between colleges and the workplace as a means of motivating students toward higher personal goals linked to the world of work. In negotiating the increasingly complex demands of college classrooms and the workplace, students and workers can benefit from equipping themselves with a repertoire of strategies, such as mobilizing internal and external resources, self-monitoring, and evaluating information. These are volitional strategies of self-regulation. This chapter explores how preservice teachers prepare for the transition from college classroom to career through assignments and features of the learning environment designed to approximate the demands of work settings and job-related tasks. (Contains 1 table.)
John Wiley & Sons, Inc. Subscription Department, 111 River Street, Hoboken, NJ 07030-5774. Tel: 800-825-7550; Tel: 201-748-6645; Fax: 201-748-6021; e-mail: subinfo@wiley.com; Web site: http://www3.interscience.wiley.com/browse/?type=JOURNAL
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A