1. Daniel C. Moos, PhD

2. Introduction: Personal Beliefs “Discovery Learning” “Critical Thinking” “Constructivist Approach” “Humanistic Approach” Teacher as a Facilitator Educational Psychology

3. Introduction: Personal Beliefs Teacher as a prescriber…. Learning happens quickly or not at all Multiple perspectives have little merit It is the teachers job to provide a standardized interpretation of the material Students do not have the capacity to regulate their learning Pre-service personal approaches to learning

4. Daniel C. Moos, PhD Department of Education Gustavus Adolphus College AERA 2013 SRL Theoretical Framework Social Cognitive Approach (Schunk & Zimmerman, 1997; Zimmerman, 2000) )

5. Research Questions Daniel C. Moos, PhD Department of Education Gustavus Adolphus College AERA 2013 (1) To what extent do pre-service teachers’ SRL predict their views on students’ capacity for self- regulation? (2) To what extent do pre-service teachers’ SRL predict their views on constructivist classrooms? (3) To what extent do pre-service teachers’ SRL predict their views on traditional classrooms?

6. Overview of Study: Participants & Measures Participants (N = 63) Pre-service teachers from SLAC in midwest (USA); all Educational Psychology students 43 females (68%) and 20 males (31%); 36 (57%) elementary, 8 (13%) middle level, and 19 (30%) high school Measures & Procedure (administered at two points during the semester) Self-regulated Learning Beliefs Self-Regulated Learning Teacher Belief Scale (Lombaerts et al., 2009) Views of instruction (constructivist vs traditional) Self-report questionnaire (Yilmaz & Sahin, 2011) Self-regulated learning Concurrent think-aloud (Azevedo & Cromely, 2004)

7. Participants & Measures, cont. SRL: Think-aloud data (approximately 12.6 hours of audio and video from Silverback) “I remember talking about Constructivism in Psychology” Prior Knowledge Activation PLANNING Recycle Goal What am I suppose to be learning about? Sub-goal I think I should learn about the assumptions…

8. Participants & Measures, cont. SRL: Think-aloud data (approximately 14 hours of audio and video from Silverback) + “This makes total sense…” Understanding - + - “I don’t get this…” “That diagram is totally irrelevant” “That had really good information” Content MONITORING

9. Participants & Measures, cont. COIS STRATEGIES Review NotesRereadMemorize DrawSearchInferences SRL: Think-aloud data (approximately 14 hours of audio and video from Silverback) SummarizeTake Notes

10. Overview of Study: Results Participants who monitored their learning more frequently also had statistically significant stronger beliefs that students are capable of self-regulating their own learning. Pre-service teachers who planned their learning more frequently also had stronger beliefs that a constructivist approach was more effective. More active participation in learning seems to be positively related to support of active classrooms

11. Overview of Study: Discussion (I) Extends long held assumption that learners construct knowledge in an idiosyncratic process, based on personal experiences and beliefs Context for teacher education programs: Personal beliefs act as a filter when pre-service teachers form views on effective practices Importance of designing a teacher education program that explicitly accounts for this highly individualized process, including individual approaches to learning

12. Overview of Study: Discussion (II)

13. ______________________________________________________________________ Thank you! Daniel C. Moos, PhD ______________________________________________________________________ Contact Information Email: dmoos@gustavus.edudmoos@gustavus.edu Website: homepages.gac.edu/~dmoos