The influence of student teacher self-regulation of learning on their curricular content-knowledge and course-design skills

摘要

This investigation examined the influence of EFL student teacher self-regulation of learning (SRL) on their curricular content-knowledge and course-design skills. Positivism guided this study at the levels of: ontology (one form of reality); epistemology (detachment from the subjects); and methodology, using nomothetic research strategy (causal comparative), instruments (questionnaires and tests) and data analysis techniques (planned and post-hoc ANOVAs and post-hoc tests of multiple comparisons). Results contradicted mainstream research on SRL since no differences were found between the low, average and high SRL groups in their curricular knowledge and course-design skills. The low achieving group included similar proportions of low, average and high SRL students; so did the average and high achieving groups. The study cast doubts on current SRL self-reporting measures and recommended think-aloud techniques for assessing student SRL while performing actual tasks. The study standardised an achievement test that professionals could use to measure curricular content-knowledge and course-design skills and proposed a new method for determining the weight of test objectives.View full textDownload full textKeywordscognitive strategies, curricular content-knowledge, foreign language teaching, metacognition, motivation, self-efficacy, self-regulated learning, test constructionRelated var addthis_config = { ui_cobrand: "Taylor & Francis Online", services_compact: "citeulike,netvibes,twitter,technorati,delicious,linkedin,facebook,stumbleupon,digg,google,more", pubid: "ra-4dff56cd6bb1830b" }; Add to shortlist Link Permalink http://dx.doi.org/10.1080/09585176.2010.480872