SELF-REGULATION STRATEGIES USED IN A PRACTICUM COURSE: A STUDY OF MOTIVATION AND TEACHING SELF -EFFICACY


ORHAN Ş. F.

HACETTEPE UNIVERSITESI EGITIM FAKULTESI DERGISI-HACETTEPE UNIVERSITY JOURNAL OF EDUCATION, ss.251-262, 2008 (SSCI İndekslerine Giren Dergi) identifier identifier

  • Basım Tarihi: 2008
  • Dergi Adı: HACETTEPE UNIVERSITESI EGITIM FAKULTESI DERGISI-HACETTEPE UNIVERSITY JOURNAL OF EDUCATION
  • Sayfa Sayıları: ss.251-262

Özet

This study was designed to explore pre-service computer teachers' perception of motivation and response to an instruction based on self-regulated learning strategies. A pre-experimental method was used in this research. Data were collected through the Motivated Strategies for Learning Questionnaire developed by Pintrich and others (1993) and the Teacher Self-efficacy Scale developed by Akkoyunlu and others (2005). Frequency, percentage distribution, t- test analysis were used in analyzing data. During the semester, self-regulated strategies were integrated into the Teaching Practice Course. As a result of this study, after the one semester course, students perceive themselves as being more motivated on the course as well as perceiving a higher level of teacher self-efficacy as a computer teacher. This study was an initial step in encouraging students to develop self-regulatory strategies like planning, organizing, monitoring and evaluating their own work. The results provide a reference for instructors that they can embed self-regulatory strategies into their courses.