Self-Regulated Learning by Héfer Bembenutty

Author:Héfer Bembenutty
Language: eng
Format: epub
Publisher: Jossey-Bass
Published: 2011-06-13T16:00:00+00:00

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Resistance and Disidentification in Reflective Practice with Preservice Teaching Interns

Michael Middleton, Eleanor Abrams, Jayson Seaman

This chapter examines two case studies of student teaching interns to identify contextual factors that may enhance or inhibit their use of self-reflective practices.

Teachers who engage in reflective practices are better able to recognize the complexity of teaching (Ogberg and McCutcheon, 1987), use judgment to choose appropriate strategies for teaching and learning in their specific contexts (Day, 1999), and experience improved self-confidence (Finkel and Fletcher, 2002). For these reasons, many teacher education programs emphasize self-reflective practice (LaBoskey, 1994; Russell, 1997).

Self-reflective practice could be considered a form of self-regulation. Self-regulation is a cognitive process by which an individual monitors and changes his or her own beliefs, affect, motivation, and behavior to meet a goal (Zimmerman, 1998). Such a thoughtful approach to a learning situation involves goal setting and planning, which are important for teachers as they try to meet the needs of diverse learners. In this chapter, we examine case studies of student teaching interns to identify contextual factors that may enhance or inhibit their use of self-reflective practices.

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