The ‘Self-Regulated Learning Opportunities Questionnaire’: a Diagnostic Instrument for Teacher Educators’ Professional Development

    Research output: Contribution to journalArticlepeer-review

    13 Downloads (Pure)

    Abstract

    Many recent studies have stressed the importance of students’ self-regulated learning (SRL) skills for successful learning. Although primary teacher educators are aware of the importance of SRL for their students, they often find it difficult to implement SRL opportunities in their teaching. To support teacher professional development, an SRL model was described in a previous theoretical study. In the present article, this SRL model is elaborated towards the ‘SRL Opportunities Questionnaire’ (SRLOQ) that can be applied by primary teacher educators as a diagnostic instrument for classroom settings. A four-phase research design is applied consisting of scale development, score validation, further validation of the SRLOQ in primary teacher education, and a confirmatory factor analysis. Finally, a single case study is described that illustrates the usefulness of the SRLOQ in classroom practice.
    Original languageEnglish
    Pages (from-to)799-821
    Number of pages23
    JournalProfessional Development in Education
    Volume39
    Issue number5
    Early online date16 Aug 2012
    DOIs
    Publication statusPublished - 2013

    Keywords

    • Diagnostic instrument
    • Higher education
    • Pre-service teacher learning
    • Professional development
    • Self-regulated learning
    • Vocational education

    Fingerprint

    Dive into the research topics of 'The ‘Self-Regulated Learning Opportunities Questionnaire’: a Diagnostic Instrument for Teacher Educators’ Professional Development'. Together they form a unique fingerprint.

    Cite this