Using Reflection to Increase Self-Regulation Among Pre-Service Teachers

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Author(s): Meagan Caridad Arrastia-Chisholm (Valdosta State University, USA), Kelly M. Torres (The Chicago School of Professional Psychology, USA)and Samantha Tackett (Florida State University, USA)
Copyright: 2018
Pages: 18
Source title: Fostering Reflective Teaching Practice in Pre-Service Education
Source Author(s)/Editor(s): Zineb Djoub (Abdelhamid Ibn Badis University of Mostaganem, Algeria)
DOI: 10.4018/978-1-5225-2963-7.ch008

Keywords: Education / Information Science Reference / Teacher Education

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Abstract

Reflection is an important part of self-regulation and self-regulated learning promotes academic success in a variety of settings. In order for students to develop self-regulation, teachers can start early by modeling and explicitly teaching self-regulated learning skills. These skills should first be practiced during teacher training programs by pre-service teachers and teacher educators. The purpose of this chapter is to introduce the development of self-regulation through the practice of reflection among pre-service teachers within teacher education programs. This chapter begins with describing the construct of self-regulation and the influence of teacher self-regulation on students. Next, the authors discuss the research and recommend research-based strategies that support the use of reflection as a tool to increase self-regulation skills among pre-service teachers. In the final section the authors discuss implications for teacher education programs and faculty.

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Using Reflection to Increase Self-Regulation Among Pre-Service Teachers

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