Abstract
The role the visiting lecturer plays in promoting and supporting student teacher learning on practicum is an important one in Initial Teacher Education (ITE). A central argument of this chapter is that student teacher learning is not simply focussed on surviving the practicum and meeting set requirements, but in being challenged to acquire the skills and practices of self-regulated learning and the development of adaptive expertise, an integral part of being an effective teacher. Interpretive, qualitative methodology was used to investigate the role three visiting lecturers played in the development of these skills. One of the pivotal findings emphasised the importance of the conversations that took place between the visiting lecturer, associate teacher and student teacher promoting self-regulatory practices. The incorporation of these self-regulatory skills by visiting lecturers and associate teachers, supporting student teachers and their learning should be a central part of any professional development programmes.
This is a preview of subscription content, log in via an institution to check access.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
References
Bransford, J., Derry, S., Berliner, D., Hammerness, K., & Beckett, K. (2005). Theories of learning and their roles in teaching. In L. Darling-Hammond & J. Bransford (Eds.), Preparing teachers for a changing world: What teachers should learn and be able to do (pp. 40–87). San Francisco, CA: Jossey-Bass.
Buzza, D., Kotsopoulos, D., Mueller, J., & Johnston, M. (2013). Exploring the relationship between self-regulated learning and reflection in teacher education. Journal of Teaching and Learning, 9(1), 1–12. ISSN: 1911-8279.
Darling-Hammond, L., & Bransford, J. (Eds.) (with LePage, L., Hammerness, K., & Duffy, H.). (2005). Preparing teachers for a changing world. What teachers should learn and be able to do. San Francisco, CA: Jossey-Bass.
de Corte, E. (2010). Historical developments in the understanding of learning. In H. Dumont, D. Istance, & F. Benavides (Eds.), The nature of learning: Using research to inspire practice. Paris, France: OECD Publishing.
Donovan, S., Bransford, J., & Pellegrino, J. (2008). How people learn. Bridging research and practice. Washington, DC: National Academy Press.
Ezzy, D. (2002). Qualitative analysis. Practice and innovation. Sydney, NSW: Allen & Unwin.
Hammerness, K., Darling-Hammond, L., Bransford, J., Berliner, D., Cochran-Smith, M., McDonald, M., et al. (2005). How teachers learn and develop. In L. Darling-Hammond & J. Bransford (Eds.), Preparing teachers for a changing world (pp. 358–389). San Francisco, CA: Jossey-Bass.
Hattie, J. (2009). Visible learning. A synthesis of over 800 meta-analyses relating to achievement. New York, NY: Routledge.
Hattie, J., & Timperley, H. (2007). The power of feedback. Review of Educational Research, 77(1), 81–112.
Hiebert, J., Morris, A., Berk, D., & Jansen, A. (2007). Preparing teachers to learn from teaching. Journal of Teacher Education, 58(1), 47–61. https://doi.org/10.1177/0022487106295726.
Koerner, M., Rust, F., & Baumgartner, F. (2002). Exploring roles in student teaching placements. Teacher Education Quarterly, 29(2), 35–58.
Locke, E., & Latham, G. (2002). Building a practically useful theory of goal setting and task motivation. A 35-year odyssey. American Psychologist, 57(9), 705–717. https://doi.org/10.1037/0003-0066X57.9.705.
Newman, R. S. (2008). The motivational role of adaptive help seeking in self-regulated learning. In D. H. Schunk & B. J. Zimmerman (Eds.), Motivation and self-regulated learning: Theory, research and applications (pp. 315–337). New York, NY: Lawrence Erlbaum Associates.
Perry, N., Hutchinson, L., & Thauberger, C. (2008). Talking about teaching self-regulated learning: Scaffolding student teachers’ development and use of practices that promote self-regulated learning. International Journal of Educational Research, 47(2), 97–108. https://doi.org/10.1016/j.ijer.2007.11.010.
Schunk, D. (2001). Social cognitive theory and self-regulated learning. In B. Zimmerman & D. Schunk (Eds.), Self-regulated learning and academic achievement: Theoretical perspectives (pp. 125–151). Mahwah, NJ: Lawrence Erlbaum Associates.
Soslau, E. (2012). Opportunities to develop adaptive teaching expertise during supervisory conferences. Teachers and Teacher Education, 28(5), 768–779. https://doi.org/10.1016/j.tate.2012.02.009.
Tillema, H., & Kremer-Hayon, L. (2002). “Practising what we preach”—teacher educators’ dilemmas in promoting self-regulated learning: a cross case comparison. Teaching and Teacher Education, 18(5), 593–607.
Timperley, H. (2001). Mentoring converations designed to promote student teacher learning. Asia-Pacific Journal of Teacher Education, 29(2), 111–123.
Timperley, H. (2008). Teacher professional learning and development. In Education Practices Series: Vol. 18. Geneva, Switzerland: International Bureau of Education.
Timperley, H. (2011). The power of conversations: Developing adaptive expertise through the analysis of practice. Monograph Submitted to the International Congress for School Effectiveness and School Improvement.
Tschannen-Moran, M. (2001). The interconnectivity of trust in schools. In D. V. Maele, M. V. Houtte, & P. Forsyth (Eds.), Trust and school life. The role of trust for learning, teaching, leading and bridging (pp. 57–82). New York, NY: Springer.
Williams, J. (2014). Teacher educator professional learning in the third space: Implications for identity and practice. Journal of Teacher Education, 65(4), 315–332. https://doi.org/10.1177/0022487114533128.
Winne, P. H., & Hadwin, A. F. (2008). The weave of motivation and self-regulated learning. In D. H. Schunk & B. J. Zimmerman (Eds.), Motivation and self-regulated learning: Theory, research and applications (pp. 297–314). Mahwah, NJ: Lawrence Erlbaum Associates.
Zimmerman, B. J. (2000). Attaining self-regulation: A social cognitive perspective. In M. Boekaerts, P. Pintrich, & M. Zeidner (Eds.), Handbook of self-regulation (pp. 13–35). San Diego, CA: Academic Press.
Zimmerman, B. J. (2002). Becoming a self-regulated learner. Theory into Practice, 41(2), 64–70.
Zimmerman, B. J. (2008). Goal setting: A key proactive source of academic self-regulation. In D. H. Schunk & B. J. Zimmerman (Eds.), Motivation and self-regulated learning: Theory, research and applications (pp. 267–295). New York, NY: Lawrence Erlbaum Associates.
Author information
Authors and Affiliations
Corresponding author
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2018 Springer Nature Singapore Pte Ltd.
About this chapter
Cite this chapter
McDonald, L. (2018). Self-regulatory Practices: Key Aspects of Learning for Student Teachers on Practicum. In: Heck, D., Ambrosetti, A. (eds) Teacher Education In and For Uncertain Times. Springer, Singapore. https://doi.org/10.1007/978-981-10-8648-9_7
Download citation
DOI: https://doi.org/10.1007/978-981-10-8648-9_7
Published:
Publisher Name: Springer, Singapore
Print ISBN: 978-981-10-8647-2
Online ISBN: 978-981-10-8648-9
eBook Packages: EducationEducation (R0)