Abstract
Social cognitive theory emphasizes the importance of human agency and provides a framework to study how learners acquire competencies, skills, dispositions, beliefs, and self-regulation. This chapter argues that self-regulated learning and development is one way in which social cognitive theory has been applied to preparing future teachers. In addition, self-efficacy, individuals’ belief about their capability to perform a specific task, has been associated with academic achievement among teacher candidates. Specifically, the cyclical phases of self-regulation described here provide a framework to train teacher candidates to become proactive and goal directed learners and practitioners. Learning to teach is not enough for today’s teacher candidates, therefore, integration of crucial self-regulatory learning strategies into their curricula is recommended by researchers to put future teachers in charge of their learning processes. In general, this chapter reviews the existing literature on self-regulation of learning and motivation, and among teacher candidates who struggle with personal and academic challenges specifically.
Students are self-regulated to the degree that they are metacognitively, motivationally, and behaviorally active participants in their own learning process. These students self-generate thoughts, feelings, and actions to attain their learning goals.
Zimmerman (2001, p. 5).
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Bembenutty, H., White, M.C., Vélez, M.R. (2015). Self-regulated Learning and Development in Teacher Preparation Training. In: Developing Self-regulation of Learning and Teaching Skills Among Teacher Candidates. SpringerBriefs in Education. Springer, Dordrecht. https://doi.org/10.1007/978-94-017-9950-8_2
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