Developing Self-regulation of Learning and Teaching Skills Among Teacher Candidates [electronic resource] / by Héfer Bembenutty, Marie C. White, Miriam R. Vélez.
Erişim Adresi
ISBN
9789401799508
Dil Kodu
İngilizce
Yer Numarası
DK/10086
Yazar
Basım Bildirimi
1st ed. 2015.
Yayın Bilgisi
Dordrecht : Springer Netherlands : Imprint: Springer, 2015.
Fiziksel Niteleme
XVII, 134 p. 14 illus. online resource.
Dizi
SpringerBriefs in Education, 2211-193X
İçindekiler Notu
About the Author -- Preface -- Chapter 1. Introduction: The Case Study -- Chapter 2. SELF-regulated Learning and Development in Teacher Preparation Training -- Chapter 3. Objectives and Methods -- Chapter 4. School Observations & Classroom Experience -- Chapter 5. Survey: Motivation and Self-regulation -- Chapter 6. Student Teaching Interview -- Chapter 7. Putting it all together: What really matters? -- Appendixes.
Özet, vb.
This book reports an in-depth case study and the student teaching experience of four preservice teachers during practical and clinical experiences in classroom in an urban community in New York. It examines the associations between preservice teachers’ self-regulatory skills and motivational beliefs and their clinical experience both in the college training classroom and in the school settings. The experiences of the students are examined from the perspective of social cognitive theory and self-regulation theory. The authors present a concise summary of an in-depth case study with practical applications across a wide spectrum of fields. They also summarize and give an overview of theories, issues, core concepts related to the self-regulatory experience and motivation of the four case studies. In an effective blend of theory and case histories, Bembenutty, White, and Vélez provide valuable information and advice for prospective teachers and teacher educators. Their focus on help seeking is critical given the array of resources available to overcome early difficulties especially for teachers with significant challenges. Also important is helping them understand the role of delay of gratification in the face of expanding sources of distraction. Stuart A. Karabenick, Research Professor, University of Michigan This book builds a really strong case for the importance of self-regulation in teacher education. Moreover, it tells a fascinating story of educational success against the odds, made possible by personal stamina as well as contextual support. Both teacher students and teacher educators around the world will find this book a wonderful inspiration. Ivar Bråten, Professor, University of Oslo, Norway This is a practical book which provides a compelling narrative with page after page on teacher self-regulatory functioning. I recommend this book for teacher preparation programs, and I will definitely share itwith many of my students and colleagues. Anastasia Kitsantas, Professor, George Mason University .
Konu
Educational psychology.
Teachers __ Training of.
Educational Psychology.
Teaching and Teacher Education.
Teachers __ Training of.
Educational Psychology.
Teaching and Teacher Education.
Diğer Yazarlar
Kurum Adı
Eseri Alıntıla
Referansları kullanmadan önce gözden geçirmeniz ve varsa gerekli düzeltmeleri yapmanız önerilir.
Dijital Kaynak
MARC Görünümü
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505 0 |aAbout the Author -- Preface -- Chapter 1. Introduction: The Case Study -- Chapter 2. SELF-regulated Learning and Development in Teacher Preparation Training -- Chapter 3. Objectives and Methods -- Chapter 4. School Observations & Classroom Experience -- Chapter 5. Survey: Motivation and Self-regulation -- Chapter 6. Student Teaching Interview -- Chapter 7. Putting it all together: What really matters? -- Appendixes.
520 |aThis book reports an in-depth case study and the student teaching experience of four preservice teachers during practical and clinical experiences in classroom in an urban community in New York. It examines the associations between preservice teachers’ self-regulatory skills and motivational beliefs and their clinical experience both in the college training classroom and in the school settings. The experiences of the students are examined from the perspective of social cognitive theory and self-regulation theory. The authors present a concise summary of an in-depth case study with practical applications across a wide spectrum of fields. They also summarize and give an overview of theories, issues, core concepts related to the self-regulatory experience and motivation of the four case studies. In an effective blend of theory and case histories, Bembenutty, White, and Vélez provide valuable information and advice for prospective teachers and teacher educators. Their focus on help seeking is critical given the array of resources available to overcome early difficulties especially for teachers with significant challenges. Also important is helping them understand the role of delay of gratification in the face of expanding sources of distraction. Stuart A. Karabenick, Research Professor, University of Michigan This book builds a really strong case for the importance of self-regulation in teacher education. Moreover, it tells a fascinating story of educational success against the odds, made possible by personal stamina as well as contextual support. Both teacher students and teacher educators around the world will find this book a wonderful inspiration. Ivar Bråten, Professor, University of Oslo, Norway This is a practical book which provides a compelling narrative with page after page on teacher self-regulatory functioning. I recommend this book for teacher preparation programs, and I will definitely share itwith many of my students and colleagues. Anastasia Kitsantas, Professor, George Mason University .
650 0|aEducational psychology.
650 0|aTeachers|xTraining of.
650 14|aEducational Psychology.
650 24|aTeaching and Teacher Education.
700 1 |aWhite, Marie C.|eauthor.|4aut|4http://id.loc.gov/vocabulary/relators/aut
700 1 |aVélez, Miriam R.|eauthor.|4aut|4http://id.loc.gov/vocabulary/relators/aut
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773 0 |tSpringer Nature eBook
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776 08|iPrinted edition:|z9789401799515
830 0|aSpringerBriefs in Education,|x2211-193X
856 40|uhttps://doi.org/10.1007/978-94-017-9950-8
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950 |aHumanities, Social Sciences and Law (SpringerNature-11648)
950 |aEducation (R0) (SpringerNature-43721)
001 808797
003 TR_AnAIT
005 20260131025157
007 cr nn 008mamaa
008 150608s2015 ne | s |||| 0|eng d
020 |a9789401799508|9978-94-017-9950-8
024 7 |a10.1007/978-94-017-9950-8|2doi
041 |aeng
049 |aTürk Tarih Kurumu Kütüphanesi
050 4|aLB1050.9-1091
072 7|aJNC|2bicssc
072 7|aEDU009000|2bisacsh
072 7|aJNC|2thema
082 04|a370.15|223
090 |aDK/10086
100 1 |aBembenutty, Héfer.|eauthor.|4aut|4http://id.loc.gov/vocabulary/relators/aut
245 10|aDeveloping Self-regulation of Learning and Teaching Skills Among Teacher Candidates|h[electronic resource] /|cby Héfer Bembenutty, Marie C. White, Miriam R. Vélez.
250 |a1st ed. 2015.
264 1|aDordrecht :|bSpringer Netherlands :|bImprint: Springer,|c2015.
300 |aXVII, 134 p. 14 illus.|bonline resource.
336 |atext|btxt|2rdacontent
337 |acomputer|bc|2rdamedia
338 |aonline resource|bcr|2rdacarrier
347 |atext file|bPDF|2rda
490 1 |aSpringerBriefs in Education,|x2211-193X
505 0 |aAbout the Author -- Preface -- Chapter 1. Introduction: The Case Study -- Chapter 2. SELF-regulated Learning and Development in Teacher Preparation Training -- Chapter 3. Objectives and Methods -- Chapter 4. School Observations & Classroom Experience -- Chapter 5. Survey: Motivation and Self-regulation -- Chapter 6. Student Teaching Interview -- Chapter 7. Putting it all together: What really matters? -- Appendixes.
520 |aThis book reports an in-depth case study and the student teaching experience of four preservice teachers during practical and clinical experiences in classroom in an urban community in New York. It examines the associations between preservice teachers’ self-regulatory skills and motivational beliefs and their clinical experience both in the college training classroom and in the school settings. The experiences of the students are examined from the perspective of social cognitive theory and self-regulation theory. The authors present a concise summary of an in-depth case study with practical applications across a wide spectrum of fields. They also summarize and give an overview of theories, issues, core concepts related to the self-regulatory experience and motivation of the four case studies. In an effective blend of theory and case histories, Bembenutty, White, and Vélez provide valuable information and advice for prospective teachers and teacher educators. Their focus on help seeking is critical given the array of resources available to overcome early difficulties especially for teachers with significant challenges. Also important is helping them understand the role of delay of gratification in the face of expanding sources of distraction. Stuart A. Karabenick, Research Professor, University of Michigan This book builds a really strong case for the importance of self-regulation in teacher education. Moreover, it tells a fascinating story of educational success against the odds, made possible by personal stamina as well as contextual support. Both teacher students and teacher educators around the world will find this book a wonderful inspiration. Ivar Bråten, Professor, University of Oslo, Norway This is a practical book which provides a compelling narrative with page after page on teacher self-regulatory functioning. I recommend this book for teacher preparation programs, and I will definitely share itwith many of my students and colleagues. Anastasia Kitsantas, Professor, George Mason University .
650 0|aEducational psychology.
650 0|aTeachers|xTraining of.
650 14|aEducational Psychology.
650 24|aTeaching and Teacher Education.
700 1 |aWhite, Marie C.|eauthor.|4aut|4http://id.loc.gov/vocabulary/relators/aut
700 1 |aVélez, Miriam R.|eauthor.|4aut|4http://id.loc.gov/vocabulary/relators/aut
710 2 |aSpringerLink (Online service)
773 0 |tSpringer Nature eBook
776 08|iPrinted edition:|z9789401799492
776 08|iPrinted edition:|z9789401799515
830 0|aSpringerBriefs in Education,|x2211-193X
856 40|uhttps://doi.org/10.1007/978-94-017-9950-8
912 |aZDB-2-SHU
912 |aZDB-2-SXED
950 |aHumanities, Social Sciences and Law (SpringerNature-11648)
950 |aEducation (R0) (SpringerNature-43721)
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