Chun-mei CHOU, Chien-hua SHEN, Hsi-chi HSİAO, Tsu-chuan SHEN

169

A Measure of Pre-teachers’ self-regulation learning strategy :Adjust Industry 4.0 & 107 Curriculum Reform

This study describes the development and validation of self-regulation learning strategy scale, a 30-item scale that measures pre-teachers’self-regulation learning strategy toward Industry 4.0 & 107 Curriculum Reform. A total of 476 pre-teachers completed the questionnaire. A pilot study n= 120 was examined factorial validity and reliability of questionnaire and study objects n= 356 used confirmatory factor analysis. The Self-regulation Learning Strategy Measure SLSM has three-factor model Environmental Orientation, Behavioral Orientation and Process Orientation Self-regulation was fit using maximum likelihood estimation MLE . The self-regulation learning strategy scale could be useful for understanding the ways in which teachers think about self-regulation learning issues and could be used to investigate the relationship between other variables. The applications of the SLSM were discussed.
Keywords:

Industry 4.0, 107 Curriculum Reform, Self-regulation Learning Strategy,

PDF

___

  • Brockner, J. & Wiesenfeld, B.M. (2016). Self-as-object and self-as-subject in the workplace. Organizational Behavior and Human Decision Processes, 136, 36-46. doi:10.1016/j.obhdp.2016.06.005
  • Bryant, C.L., Maarouf, S., Burcham, J., & Greer, D. (2016). The examination of a teacher candidate assessment rubric: A confirmatory factor analysis. Teaching and Teacher Education, 57, 79-96. doi: 10.1016/j.tate.2016.03.012
  • Chen, J.J. (2016). Understanding teacher emotions: The development of a teacher emotion inventory. Teaching and Teacher Education, 55, 68-77. doi:10.1016/j.tate.2016.01.001
  • Cheng, X. & Wu, L.Y. (2016). The affordances of teacher professional learning communities: A case study of a Chinese secondary school. Teaching and Teacher Education, 58, 54–67 doi:10.1016/j.tate.2016.04.008
  • Claessens, L., Tartwijk, J., Pennings, H., Want, A., Verloop, N., Brok, P., & Wubbels, T. (2016). Beginning and experienced secondary school teachers' self- and student schema in positive and problematic teacher– student relationships. Teaching and Teacher Education, 55, 88-99. doi:10.1016/j.tate.2015.12.006
  • Dal, B., Alper, U., Özdem-Yilmaz, Y., Öztürk, N., & Sönmez, D. (2015). A model for pre-service teachers' climate change awareness and willingness to act for pro-climate change friendly behavior: adaptation of awareness to climate change questionnaire. International Research in Geographical and Environmental Education, 24(3), 184- 200. doi:10.1080/10382046.2015.1034456
  • Donnell, L.A. & Gettinger, M. (2015). Elementary school teachers' acceptability of school reform: Contribution of belief congruence, self-efficacy, and professional development. Teaching and Teacher Education, 51, 47-57. doi:10.1016/j.tate.2015.06.003
  • Facker, S. & Malmberg, L.E. (2016). Teachers' self-efficacy in 14 OECD countries: Teacher, student group, school and leadership effects. Teaching and Teacher Education, 56, 185–195. doi:10.1016/j.tate.2016.03.002
  • Fear, F., & Sandmann, L. (2016). The “new” scholarship: Implications for engagement and extension. Journal of Higher Education Outreach and Engagement, 20(1), 101-112.
  • Geeraerts, K., Vanhoof, J., & Bossche, P.V. (2016). Teachers' perceptions of intergenerational knowledge flows. Teaching and Teacher Education, 56, 150-161. doi:10.1016/j.tate.2016.01.024
  • Geldenhuys, J.L. & Oosthuizen, L.C. (2015). Challenges influencing teachers' involvement in continuous professional development: A South African perspective. Teaching and Teacher Education, 51, 203-212. doi:10.1016/j.tate.2015.06.010
  • Hascher, T., & Kittinger, C. (2014). Learning processes in student teaching: analyses from a study using learning diaries. In K.-H. Arnold, A. Groschner, & T. Hascher € (Eds.), Schulpraktika in der Lehrerbildung.
  • Theoretische Grundlagen, Konzeptionen, Prozesse und Effekte [Pedagogical field experiences in teacher education. Theoretical foundations, programmes, processes, and effects] (pp. 221-236). Münster: Waxmann.
  • Head, B.A., Schapmire, T., Earnshaw, L., Faul, A., Hermann, C., Jones, C., Martin, A., Shaw, M.A., Woggon, F., Ziegler, C., & Pfeiffer, M. (2016). Evaluation of an interdisciplinary curriculum teaching team-based palliative care integration in oncology. Journal of Cancer Education, 31(2), 358-365. doi:10.1007/s13187-015- 0799-y
  • Helgevold, N., Næsheim-Bjørkvik, G., Østrem, S. (2015). Key focus areas and use of tools in mentoring conversations during internship in initial teacher education. Teaching and Teacher Education, 49, 128-137. doi:10.1016/j.tate.2015.03.005
  • Ho, D., Lee, M.S., & Teng, Y. (2016). Exploring the relationship between school-level teacher qualifications and teachers' perceptions of school-based professional learning community practices. Teaching and Teacher Education, 54, 32-43. doi:10.1016/j.tate.2015.11.005
  • Hoffman, J.V., Wetzel, M.M., Maloch, B., Greeter, E., Taylor, L., DeJulio, S., & Vlach, S.K. (2016). What can we learn from studying the coaching interactions between cooperating teachers and preservice teachers? A literature review. Teaching and Teacher Education, 52, 99-112. doi:10.1016/j.tate.2015.09.004
  • Ingen, S. & Ariew, S. (2015). Making the invisible visible: Preparing preservice teachers for first steps in linking research to practice. Teaching and Teacher Education, 51, 182-190. doi:10.1016/j.tate.2015.07.001
  • Janssen, F., Grossman, P., & Westbroek, H. (2015). Facilitating decomposition and recomposition in practice-based teacher education: The power of modularity. Teaching and Teacher Education, 51, 137-146. doi:10.1016/j.tate.2015.06.009
  • Jiménez , J.E. & O'Shanahan, I. (2016). Effects of web-based training on Spanish pre-service and in-service teacher knowledge and implicit beliefs on learning to read. Teaching and Teacher Education, 55, 175-187. doi:10.1016/j.tate.2016.01.006
  • Kilday, J.E., Lenser, M.L., & Miller, A.D. (2016). Considering students in teachers' self-efficacy: Examination of a scale for student-oriented teaching. Teaching and Teacher Education, 56, 61-71. doi:10.1016/j.tate.2016.01.025
  • Körkkö , M., Kyrö-Ämmälä, O., & Turunen, T. (2016). Professional development through reflection in teacher education. Teaching and Teacher Education, 55, 198-206. doi:10.1016/j.tate.2016.01.014
  • Leavy, A.M. & Hourigan, M. (2016). Using lesson study to support knowledge development in initial teacher education: Insights from early number classrooms. Teaching and Teacher Education, 57, 161-175. doi:10.1016/j.tate.2016.04.002
  • Lee, S.A. & Schallert, D.L. (2016). Becoming a teacher: Coordinating past, present, and future selves with perspectival understandings about teaching. Teaching and Teacher Education, 56, 72-83. doi:10.1016/j.tate.2016.02.004
  • Macià, M. & García, I. (2016). Informal online communities and networks as a source of teacher professional development: A review. Teaching and Teacher Education, 55. 291-307. doi:10.1016/j.tate.2016.01.021
  • Marshall, J.C., Smart, J., & Alston, D.M. (2016). Development and validation of Teacher Intentionality of Practice Scale (TIPS): A measure to evaluate and scaffold teacher effectiveness. Teaching and Teacher Education, 59, 169-168. doi:10.1016/j.tate.2016.05.007
  • Oliver, R.M., Wehby, J.H., & Nelson, J.R. (2015). Helping teachers maintain classroom management practices using a self-monitoring checklist. Teaching and Teacher Education, 51, 113-120. doi:10.1016/j.tate.2015.06.007
  • Pfitzner-Eden, F. (2016). I feel less confident so I quit? Do true changes in teacher self-efficacy predict changes in preservice teachers' intention to quit their teaching degree? Teaching and Teacher Education, 55, 240-254. doi:10.1016/j.tate.2016.01.018
  • Ruttan, R.L. & Nordgren, L.F. (2016). The strength to face the facts: Self-regulation defends against defensive information processing. Organizational Behavior and Human Decision Processes, 137, 86-98. doi:10.1016/j.obhdp.2016.06.006
  • Witte, T.C.H. & Jansen, E.P.W.A. (2016). Students' voice on literature teacher excellence. Towards a teacherorganized model of continuing professional development. Teaching and Teacher Education, 56, 162-172. doi:10.1016/j.tate.2016.02.010
International Journal of Psychology and Educational Studies-Cover
  • ISSN: 2148-9378
  • Başlangıç: 2014
  • Yayıncı: Mustafa ÖZGENEL
Arşiv
Sayıdaki Diğer Makaleler

Chun-mei CHOU, Chien-hua SHEN, Hsi-chi HSİAO, Tsu-chuan SHEN

Fakhr Sadat BARATİ, Masume KALANTARİ, Mohammad TAHAN

Aylin Durmaz EDEER, Aklime SARIKAYA

Ayşe AYPAY

Ron HAARMS, Jed HOLTZMAN, Tiki XUE, Dominic DARBYSHİRE

Orhan KOCAMAN, Merve YILDIZ, Büşra KAMAZ

Emre KARADAY, Gökçe Erturan İLKER