Abstract
This chapter highlights the major findings of this case study in which we followed four teacher candidates from student teaching until 2 years after graduation. This chapter also highlights the major contributions of this case study with regard to the important role self-regulation of learning plays in teacher preparation programs. The case study revealed that teacher candidates from diverse backgrounds and disadvantaged conditions could be effective teachers if they have training on self-regulation and have a strong support from an institution, instructors, and peers. By focusing on cutting-edge theoretical and empirical work, this final chapter reveals that institutional support, teacher educators’ commitment to mentor aspiring teachers, and peer support matter in the training and development of aspiring teachers. This chapter calls all teacher educators to implement educational systems conducive to promote self-regulation of learning among teacher candidates who, in order to be effective teachers, need first to understand that they need to be effective learners.
It is highly suggested that K-12 teachers and college instructors use instructional time to provide students with the appropriate information that could reap important benefits in both the short term as well as help-seeking skills relevant for life-long learning, especially given an information environment that increasingly places demands for such skills.
Karabenick and Berger (2013, p. 255)
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Bembenutty, H., White, M.C., Vélez, M.R. (2015). Putting It All Together: What Really Matters?. 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_7
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