Process-oriented design principles for promoting self-regulated learning in primary teacher education

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    Many recent studies have stressed the importance of students’ self-regulated learning (SRL) skills for successful learning. Consequently, primary teacher educators are stimulated by their policy makers to increase their students’ SRL opportunities in the educational pre-service program. However, primary teacher educators often find it difficult to implement these innovations in their teaching. In the present study, a literature search concerning SRL was conducted. Based on this search, seven process-oriented design principles were formulated, resulting in a SRL model for primary teacher education. This SRL model provides more insight into relevant SRL aspects and can support SRL implementation in pre-service teacher education.
    Original languageEnglish
    Pages (from-to)141-150
    Number of pages10
    JournalInternational Journal of Educational Research
    Issue number4-5
    Publication statusPublished - 2011


    • higher education
    • pre-service teacher learning
    • process-oriented learning
    • scaffolding;
    • self-regulated learning


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