Active Learning and Self-Regulation Enhance Student Teachers’ Professional Competences

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http://hdl.handle.net/10138/230254

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Virtanen , P , Niemi , H M & Nevgi , A 2017 , ' Active Learning and Self-Regulation Enhance Student Teachers’ Professional Competences ' Australian Journal of Teacher Education , vol. 42 , no. 12 , 1 , pp. 1-20 .

Title: Active Learning and Self-Regulation Enhance Student Teachers’ Professional Competences
Author: Virtanen, Päivi; Niemi, Hannele M.; Nevgi, Anne
Other contributor: University of Helsinki, The University of Helsinki Centre for Continuing Education
University of Helsinki, Department of Education
University of Helsinki, Department of Education

Date: 2017
Language: eng
Number of pages: 20
Belongs to series: Australian Journal of Teacher Education
ISSN: 0313-5373
URI: http://hdl.handle.net/10138/230254
Abstract: The study identifies the relationships between active learning, student teachers’ self-regulated learning and professional competences. Further, the aim is to investigate how active learning promotes professional competences of student teachers with different self-regulation profiles. Responses from 422 student teachers to an electronic survey were analysed using statistical methods. It was found that the use of active learning methods, such as goal-oriented and intentional learning as well as autonomous and responsible group work, are strongly and positively related to the achievement of professional competences. To develop the best competences, student teachers need high learning motivation and excellent self-regulation strategies. The mean scores in professional competences of highly motivated student teachers with excellent self-regulated learning were significantly higher when their experiences of active learning increased. Moreover, student teachers with high motivation and moderate self-regulation also benefited significantly from the use of active learning methods.
Subject: 516 Educational sciences
active learning
Self-regulated learning
Professional Competence
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