Positioning Teacher Candidates as Self-Regulated, Critically Thinking Learners and Teachers in an Elementary Writing Course With a Tutoring Component

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Author(s): Janet Richards (University of South Florida, USA)
Copyright: 2019
Pages: 14
Source title: Handbook of Research on Critical Thinking Strategies in Pre-Service Learning Environments
Source Author(s)/Editor(s): Gina J. Mariano (Troy University, USA)and Fred J. Figliano (Troy University, USA)
DOI: 10.4018/978-1-5225-7823-9.ch012

Keywords: Business & Management / Information Science Reference / Professional Development / Teacher Education

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Abstract

Few interventions attempt to foster teacher candidates' self-regulated learning and teaching roles concurrently. This chapter explores 12 education majors' development of self-regulated, critical thinking skills related to learning and teaching as they participated in an elementary writing methods course with a tutoring component. The instructor of the course devised and offered a four-step model of intervention to stimulate the teacher candidates' self-regulatory dispositions. The teacher candidates perceived their responses to context-specific questions created by the instructor as most beneficial to their development of self-regulated attributes.

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Positioning Teacher Candidates as Self-Regulated, Critically Thinking Learners and Teachers in an Elementary Writing Course With a Tutoring Component

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