Positioning Teacher Candidates as Self-Regulated, Critically Thinking Learners and Teachers in an Elementary Writing Course With a Tutoring Component
Document Type
Book Chapter
Publication Date
2019
Digital Object Identifier (DOI)
https://doi.org/10.4018/978-1-5225-7823-9.ch012
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.
Citation / Publisher Attribution
Positioning Teacher Candidates as Self-Regulated, Critically Thinking Learners and Teachers in an Elementary Writing Course With a Tutoring Component, in G. J. Mariano & F. J. Figliano (Eds.), Handbook of Research on Critical Thinking Strategies in Pre-Service Learning Environments, IGI Global, p. 236-249
Scholar Commons Citation
Richards, Janet, "Positioning Teacher Candidates as Self-Regulated, Critically Thinking Learners and Teachers in an Elementary Writing Course With a Tutoring Component" (2019). Teaching and Learning Faculty Publications. 631.
https://digitalcommons.usf.edu/tal_facpub/631
