Investigation of Prospective Teachers’ Self-Regulated Learning Skills in terms of Different Variables

Volume6 Issue2 (April)
Şengül İLGAR Çiğdem KARAKURT Yasemin DERİNGÖL Nur ÜTKÜR GÜLLÜHAN
Pages: 155-168 Download Count : 51 View Count: 60 DOI Number 10.24331/ijere.818576 Facebook Share on Google+ Save to Zotero Save to Mendeley

Abstract:


This study aimed to describe the self-regulated learning skills of prospective teachers studying at a public university in Istanbul and reveal their differences in relation to the components of these skills. The screening model was used in the research. The sample consisted of students studying at a public university in Istanbul in the 2018-2019 academic year and applied to randomly selected 926 students. This study was carried out with 926 first-, second-, third- and fourth-grade students. The Self-Regulatory Learning Skills Scale (SRLSS) and a personal information form were used as the data collection tools. The findings of the research revealed that the prospective teachers had high scores in the subscales of SRLSS and the overall scale. It was concluded that the prospective science teachers had higher scores in planning and goal-setting than the students attending all other programs except for mathematics teaching. Furthermore, the scores of female prospective teachers in all subscales were higher than those of the male participants. Considering the type of high school, the participants that had completed basic high school scored higher in strategy use and evaluation compared to those that had finished other types of high school. When the prospective teachers’ self-regulated learning skills were analyzed according to their parents' education level, no significant difference was found.

Keywords

  • Self-regulated learning
  • prospective teachers
  • teacher education.
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