Title

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

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