Abstract
The chapter holistically describes the setting in which the academic and teaching experience practices of four teacher candidates took place. Data were collected during student teaching and clinical experiences in an urban setting from the perspective of social cognitive and self-regulation theoretical frameworks. This report is the first to follow four teacher candidates who would be considered unlikely teacher candidates with the present state standards for entrance into teacher education programs. As a result the pool of certified teachers who are best equipped to work in urban settings is decreasing, while the English language learning and minority population of pupils and parents is increasing. The faculty chose to focus on training in self-regulatory strategies for college entrants who aspire to be certified teachers but struggle to meet the academic and certification requirements. A description of the participants and institutional setting is evidence of a unique teacher preparation program fully aligned with the core values of the college.
During elementary education and secondary education, students are primarily guided by teachers and parents, for the most part take classes with the same peers, homework assignments are checked often, notes to parents are often sent about good academic progress, and children are to some extent protected from distractions and competing alternatives to education. On the other hand, at the post-secondary education level, students are expected to exercise control of their conduct, maintain motivation, develop plans for the future, exercise delay of gratification, and put into effect goals and learning strategies.
Bembenutty (2011, pp. 5–6).
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Bembenutty, H., White, M.C., Vélez, M.R. (2015). Objectives and Methods. 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_3
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