Faculty of Education
Self-regulated Learning in Teacher Education Candidates
Research by Dawn Buzza
Reflective stances and self-regulated learning have been shown to be strong indicators in teachers who are seen as “adaptive experts” in their practice. Although there is rich literature on reflective practice in teacher education, less research exists related to measurement and assessment of self-regulated learning, and the relationship between the two. Using multiple case study methodology, this research examines reflective practice and self-regulated learning through teacher education candidates’ weekly written reflections. This research makes a novel adaptation of an instrument (i.e., rubric) designed to evaluate reflective stances of teacher education candidates to measure self-regulated learning. Findings suggest that the rubric used to evaluate the reflective stances could also be useful in understanding the self-regulated practices of teacher education candidates.