Self-regulated learning in the context of teacher education

Self-regulation usually refers to awareness and knowledge of one's learning and cognition and the control of one's cognition that renders this ability essential in learning and development. Recently, the concept has been studied intensively, except in professional learning. The concept's potential is especially good in student teacher learning since prospective teaching professionals are likely to be confronted with modes of learning based on self-regulation to be adopted in their teaching. Also, new approaches to meaningful, active learning in teacher education programmes encourage teacher educators to promote self-regulation in their students. A qualitative study in two countries investigated the differences in perceptions among teacher educators and student teachers about meaning, implementation and expected behaviours of self-regulation as a vehicle for learning in teacher education programmes. Results from the interviews indicate clear support for the concept of self-regulated learning, although the conditions for its actual implementation are not always favourable. Self-regulation places considerable demands on organization and curricula in teacher education. Student teachers were found to have a more positive attitude toward self-regulated learning and higher expectations about their own self-regulative competencies than their teachers, who seemed more concerned with their students' preparation for the profession. Highlighting self-regulation in teacher education programmes requires new ways of interaction between teacher educators and their students. (C) 1999 Elsevier Science Ltd. All rights reserved.