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

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dc.contributor University of Helsinki, The University of Helsinki Centre for Continuing Education en
dc.contributor University of Helsinki, Department of Education en
dc.contributor University of Helsinki, Department of Education en
dc.contributor.author Virtanen, Päivi
dc.contributor.author Niemi, Hannele M.
dc.contributor.author Nevgi, Anne
dc.date.accessioned 2018-01-05T08:46:01Z
dc.date.available 2018-01-05T08:46:01Z
dc.date.issued 2017
dc.identifier.citation 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 . en
dc.identifier.issn 0313-5373
dc.identifier.other PURE: 93912817
dc.identifier.other PURE UUID: f87b9ff5-de68-44e6-bf37-1be512d8a01a
dc.identifier.other Scopus: 85041044850
dc.identifier.uri http://hdl.handle.net/10138/230254
dc.description.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. en
dc.format.extent 20
dc.language.iso eng
dc.relation.ispartof Australian Journal of Teacher Education
dc.relation.uri http://ro.ecu.edu.au/ajte/vol42/iss12/1/#
dc.rights en
dc.subject 516 Educational sciences en
dc.subject active learning en
dc.subject Self-regulated learning en
dc.subject Professional Competence en
dc.title Active Learning and Self-Regulation Enhance Student Teachers’ Professional Competences en
dc.type Article
dc.description.version Peer reviewed
dc.type.uri info:eu-repo/semantics/other
dc.type.uri info:eu-repo/semantics/publishedVersion
dc.contributor.pbl
dc.contributor.pbl

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