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

Päivi Virtanen, Hannele M. Niemi, Anne Nevgi

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Sammanfattning

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.
Originalspråkengelska
Artikelnummer1
TidskriftAustralian Journal of Teacher Education
Volym42
Utgåva12
Sidor (från-till)1-20
Antal sidor20
ISSN0313-5373
DOI
StatusPublicerad - 2017
MoE-publikationstypA1 Tidskriftsartikel-refererad

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  • 516 Pedagogik

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