Pre-service teachers’ beliefs about learning and teaching and about the self-regulation of learning: A conceptual change perspective

Stella Vosniadou; Michael J Lawson; Mirella Wyra; Penny Van Deur; David Jeffries; I Gusti Ngurah Darmawan

doi:10.1016/j.ijer.2019.101495

Pre-service teachers’ beliefs about learning and teaching and about the self-regulation of learning: A conceptual change perspective

Stella Vosniadou, Michael J Lawson, Mirella Wyra, Penny Van Deur, David Jeffries, I Gusti Ngurah Darmawan

Australian Council for Educational Research (ACER)

Research output: Contribution to journal › Article › peer-review

Abstract

Pre-service teachers’ belief systems regarding the self-regulation of learning were investigated from a conceptual change perspective. Four hundred and twenty nine pre-service teachers answered a 6-point Likert scale Beliefs about Learning and Teaching (BALT) questionnaire. The results confirmed that beliefs theoretically consistent with SRL were be positive predictors of beliefs in the importance of teaching students SRL strategies. Beliefs inconsistent with SRL were found to be negative predictors of beliefs in the importance of teaching students SRL strategies. The SEM modeling also revealed that the participants’ belief systems contained internally inconsistent beliefs about teaching. The implications for the design of SRL interventions and future research are discussed.

Original language	English
Journal	International Journal of Educational Research
Volume	99
DOIs	https://doi.org/10.1016/j.ijer.2019.101495
Publication status	Published - Dec 2019

Disciplines

Education
Educational Psychology

Access to Document

10.1016/j.ijer.2019.101495Licence: Unspecified

https://doi.org/10.1016/j.ijer.2019.101495

Cite this

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title = "Pre-service teachers{\textquoteright} beliefs about learning and teaching and about the self-regulation of learning: A conceptual change perspective",

abstract = " Pre-service teachers{\textquoteright} belief systems regarding the self-regulation of learning were investigated from a conceptual change perspective. Four hundred and twenty nine pre-service teachers answered a 6-point Likert scale Beliefs about Learning and Teaching (BALT) questionnaire. The results confirmed that beliefs theoretically consistent with SRL were be positive predictors of beliefs in the importance of teaching students SRL strategies. Beliefs inconsistent with SRL were found to be negative predictors of beliefs in the importance of teaching students SRL strategies. The SEM modeling also revealed that the participants{\textquoteright} belief systems contained internally inconsistent beliefs about teaching. The implications for the design of SRL interventions and future research are discussed. ",

author = "Stella Vosniadou and Lawson, {Michael J} and Mirella Wyra and {Van Deur}, Penny and David Jeffries and Darmawan, {I Gusti Ngurah}",

year = "2019",

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language = "English",

volume = "99",

journal = "International Journal of Educational Research",

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AU - Vosniadou, Stella

AU - Lawson, Michael J

AU - Wyra, Mirella

AU - Van Deur, Penny

AU - Jeffries, David

AU - Darmawan, I Gusti Ngurah

PY - 2019/12

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AB - Pre-service teachers’ belief systems regarding the self-regulation of learning were investigated from a conceptual change perspective. Four hundred and twenty nine pre-service teachers answered a 6-point Likert scale Beliefs about Learning and Teaching (BALT) questionnaire. The results confirmed that beliefs theoretically consistent with SRL were be positive predictors of beliefs in the importance of teaching students SRL strategies. Beliefs inconsistent with SRL were found to be negative predictors of beliefs in the importance of teaching students SRL strategies. The SEM modeling also revealed that the participants’ belief systems contained internally inconsistent beliefs about teaching. The implications for the design of SRL interventions and future research are discussed.

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DO - 10.1016/j.ijer.2019.101495

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