Preparing Teaching to Model and Promote Self-Regulated Learning

Nancy E. Perry, Education and Counselling Psychology, Faculty of Education

This project investigates how teachers who are masters at promoting independent, academically effective forms of learning, known as self-regulated learning (SRL), in elementary school children, can mentor beginning teachers to design teaching-learning environments that foster SRL. Self-regulated learners are metacognitive, intrinsically motivated, and strategic. They are successful in and beyond school, making the goal of preparing teachers who will promote SRL a worthy one. Research indicates that teachers learn best when they learn from one another and have guided and sustained opportunities to plan, enact, and reflect on teaching activities with colleagues. Therefore, 18 students in UBC’s Teacher Education Program will be grouped to form an SRL cohort. These student teachers will be mentored by 18 “high-SRL” primary teachers, a high-SRL faculty associate, and me. Mentoring activities are described in this proposal and occur in the context of a professional seminar (at UBC) and integrated practica (in schools). Evaluation of the project’s success will be based on evidence concerning student teachers’ development of high-SRL beliefs and practices.

Nancy E. Perry, Education and Counselling Psychology, Faculty of Education
Lynda Phillips, Doctoral Student, Education and Counselling Psychology, Faculty of Education / Faculty Associate, Teacher Education Office
Lynn Drummond, Faculty Associate, Teacher Education Office

This year (2001-2002), my co-investigators and I have applied this model to our work with a cohort of 19 student teaches. Specifically, 19 students in UBC’s Teacher Education Program have been grouped to form an SRL cohort. They are paired with and mentored by 19 “high-SRL” teachers, two high-SRL faculty associates, and me. Mentoring activities are described in this proposal and occur in the context of a professional seminar (at UBC) and integrated practica (in schools). Evaluation of the model’s success is based on evidence concerning student teachers’ development of high-SRL beliefs and practices. With continued funding from the TLEF, we will replicate and extend the work we have done this year with a second cohort of students. Specifically, we will build on the model’s strengths (e.g., mentors are selected on the basis of their high SRL practices, students have the same mentor for the duration of their teacher preparation program, and the professional seminar is used to bridge students’ school and university experiences) and address issues that have potential to limit the success of the model (e.g., we will provide more support to teachers concerning their roles as mentors, and guide their analysis of their work with student teachers).