Self-regulated promoting practices foster students’ development of metacognition, motivation and strategic action. These underlying learning competencies improve students' academic, social, emotional and career outcomes. Although beneficial, the development of self-regulated promoting practices is challenging, particularly for teacher candidates. This article describes self-regulated learning practices and how motivational supports for teacher candidates' self-determined motivation creates contextual conditions that foster teacher candidates’ development of these practices. The article concludes with suggestions for future research.
CITATION STYLE
Brenner, C. A. (2022, December 1). Self-regulated learning, self-determination theory and teacher candidates’ development of competency-based teaching practices. Smart Learning Environments. Springer. https://doi.org/10.1186/s40561-021-00184-5
Mendeley helps you to discover research relevant for your work.