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

Basit Öğe Kaydı
dc.contributor.authorÖzyıldırım, Feride
dc.contributor.authorAlkaş, Çiğdem
dc.contributor.authorÖzdemir, Elif Yetkin
dc.contributor.editorAkçamete, G
dc.contributor.editorUzunboylu, H
dc.contributor.editorOulmu, S
dc.contributor.editorKarahoca, A
dc.contributor.editorBabadoan, C
dc.contributor.editorÖzdamlı, F.
dc.contributor.editorKanbul, S.
dc.date.accessioned13.07.201910:50:10
dc.date.accessioned2019-07-16T09:20:21Z
dc.date.available13.07.201910:50:10
dc.date.available2019-07-16T09:20:21Z
dc.date.issued2011
dc.departmentEğitim Fakültesi
dc.description3rd World Conference on Educational Sciences (WCES) -- FEB 03-07, 2011 -- Bahcesehir Univ, Istanbul, TURKEY
dc.descriptionWOS:000466750603168
dc.description.abstractThe 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.
dc.description.sponsorshipAnkara Univ, Near E Univ
dc.identifier.doi10.1016/j.sbspro.2011.04.332
dc.identifier.endpage3549en_US
dc.identifier.issn1877-0428
dc.identifier.scopusqualityN/A
dc.identifier.startpage3543en_US
dc.identifier.urihttps://doi.org/10.1016/j.sbspro.2011.04.332
dc.identifier.urihttps://hdl.handle.net/20.500.12451/5083
dc.identifier.volume15en_US
dc.identifier.wosWOS:000466750603168
dc.identifier.wosqualityN/A
dc.indekslendigikaynakWeb of Science
dc.indekslendigikaynakScopus
dc.language.isoen
dc.publisherElsevier
dc.relation.ispartof3RD World Conference on Educational Sciences
dc.relation.ispartofseriesProcedia Social and Behavioral Sciences
dc.relation.publicationcategoryKonferans Öğesi - Uluslararası - Kurum Öğretim Elemanı
dc.rightsinfo:eu-repo/semantics/openAccess
dc.subjectself-regulation
dc.subjectself-regulation strategies
dc.subjectpre-service elementary mathematics teachers
dc.subjectfactors affecting self-regulation strategies
dc.titleThe factors that affect the preservice mathematics teachers' self regulation strategies
dc.typeConference Object

Dosyalar

Orijinal paket
Listeleniyor 1 - 1 / 1
Küçük Resim
İsim:
ozyildirim-feride-2011.pdf
Boyut:
113.59 KB
Biçim:
Adobe Portable Document Format
Açıklama:
Tam Metin / Full Text
İndir

Koleksiyon

Bildiri ve Sunum Koleksiyonu
Scopus İndeksli Yayınlar Koleksiyonu
WoS İndeksli Yayınlar Koleksiyonu