State of Instructors to Use Self-Regulated Learning Processes in Their Courses

Öz The purpose of the study is to determine at which level the self-regulated learning processes is used by the instructors training preservice science teacher. The model of the study is in the form of case studies among qualitative research methods. The sample group of the study consisted of eight instructors who worked in the Kafkas University, Faculty of Education, Department of Science Teaching. These instructors were the people who actively entered the classes and were specialized in the field education. The study consisted of two phases. The “self-regulated learning teacher checklist” was formed at first by performing a literature review and then eight interview questions containing the statements in the checklist were determined and semi-structured interviews were performed with the sample group. It was determined as a result of the study that the instructors did not use sufficiently teaching and evaluation methods increasing self-regulation and the students did not sufficiently take teaching activities that would increase self-regulations into account. In addition to these negative events, the instructors were determined to apply the course-introduction activities, consider student participation and motivation, perform discussion activities to the students, and allowed students to express themselves.

Anahtar Kelimeler:

Self-regulation, University lecturers, Preservice teachers

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