The factors that affect the preservice mathematics teachers' self regulation strategies

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Tarih

2011

Dergi Başlığı

Dergi ISSN

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Yayıncı

Elsevier

Erişim Hakkı

info:eu-repo/semantics/openAccess

Özet

The process whereby an individual regulates his/her own learning objectives, controls his/her own emotions and thoughts and develops strategies is described as self-regulation process (Zimmerman, 1990). Within this process the individual adapts to his/her environment and develops appropriate strategies. The purpose of this study is to determine pre-service elementary mathematics teachers' opinions regarding factors affecting their self-regulation strategies as they study courses related to mathematics education that have pedagogical contents. Within the scope of the study, semi-structured interviews were conducted with two pre-service teachers enrolled in the elementary mathematics education department in a large scale university in Ankara. Results revealed that the two pre-service teachers consider that the amount of time available for studying, the characteristics of the instructor (e.g., his/her attitude, his/her expectations from the students) and requirements of the course play important roles in determining what kinds of strategies they use when studying for the course. (c) 2011 Published by Elsevier Ltd. Open access under CC BY-NC-ND license.

Açıklama

3rd World Conference on Educational Sciences (WCES) -- FEB 03-07, 2011 -- Bahcesehir Univ, Istanbul, TURKEY
WOS:000466750603168

Anahtar Kelimeler

self-regulation, self-regulation strategies, pre-service elementary mathematics teachers, factors affecting self-regulation strategies

Kaynak

3RD World Conference on Educational Sciences

WoS Q Değeri

N/A

Scopus Q Değeri

N/A

Cilt

15

Sayı

Künye