LEADER 04680nam 22006375 450 001 9910481959303321 005 20230811000037.0 010 $a94-017-9950-4 024 7 $a10.1007/978-94-017-9950-8 035 $a(CKB)3710000000436190 035 $a(EBL)2095443 035 $a(SSID)ssj0001524851 035 $a(PQKBManifestationID)11835275 035 $a(PQKBTitleCode)TC0001524851 035 $a(PQKBWorkID)11484929 035 $a(PQKB)10624458 035 $a(DE-He213)978-94-017-9950-8 035 $a(MiAaPQ)EBC2095443 035 $a(PPN)186397135 035 $a(EXLCZ)993710000000436190 100 $a20150608d2015 u| 0 101 0 $aeng 135 $aur|n|---||||| 181 $ctxt 182 $cc 183 $acr 200 10$aDeveloping Self-regulation of Learning and Teaching Skills Among Teacher Candidates /$fby Héfer Bembenutty, Marie C. White, Miriam R. Vélez 205 $a1st ed. 2015. 210 1$aDordrecht :$cSpringer Netherlands :$cImprint: Springer,$d2015. 215 $a1 online resource (146 p.) 225 1 $aSpringerBriefs in Education,$x2211-193X 300 $aDescription based upon print version of record. 311 $a94-017-9949-0 320 $aIncludes bibliographical references at the end of each chapters. 327 $aAbout the Author -- Preface -- Chapter 1. Introduction: The Case Study -- Chapter 2. SELF-regulated Learning and Development in Teacher Preparation Training -- Chapter 3. Objectives and Methods -- Chapter 4. School Observations & Classroom Experience -- Chapter 5. Survey: Motivation and Self-regulation -- Chapter 6. Student Teaching Interview -- Chapter 7. Putting it all together: What really matters? -- Appendixes. 330 $aThis book reports an in-depth case study and the student teaching experience of four preservice teachers during practical and clinical experiences in classroom in an urban community in New York. It examines the associations between preservice teachers? self-regulatory skills and motivational beliefs and their clinical experience both in the college training classroom and in the school settings. The experiences of the students are examined from the perspective of social cognitive theory and self-regulation theory. The authors present a concise summary of an in-depth case study with practical applications across a wide spectrum of fields. They also summarize and give an overview of theories, issues, core concepts related to the self-regulatory experience and motivation of the four case studies. In an effective blend of theory and case histories, Bembenutty, White, and Vélez provide valuable information and advice for prospective teachers and teacher educators. Their focus on help seeking is critical given the array of resources available to overcome early difficulties especially for teachers with significant challenges. Also important is helping them understand the role of delay of gratification in the face of expanding sources of distraction. Stuart A. Karabenick, Research Professor, University of Michigan This book builds a really strong case for the importance of self-regulation in teacher education. Moreover, it tells a fascinating story of educational success against the odds, made possible by personal stamina as well as contextual support. Both teacher students and teacher educators around the world will find this book a wonderful inspiration. Ivar Bråten, Professor, University of Oslo, Norway This is a practical book which provides a compelling narrative with page after page on teacher self-regulatory functioning. I recommend this book for teacher preparation programs, and I will definitely share it with many of my students and colleagues. Anastasia Kitsantas, Professor, George Mason University  . 410 0$aSpringerBriefs in Education,$x2211-193X 606 $aEducational psychology 606 $aTeachers$xTraining of 606 $aEducational Psychology 606 $aTeaching and Teacher Education 615 0$aEducational psychology. 615 0$aTeachers$xTraining of. 615 14$aEducational Psychology. 615 24$aTeaching and Teacher Education. 676 $a370.711 700 $aBembenutty$b Héfer$4aut$4http://id.loc.gov/vocabulary/relators/aut$01227522 702 $aWhite$b Marie C$4aut$4http://id.loc.gov/vocabulary/relators/aut 702 $aVélez$b Miriam R$4aut$4http://id.loc.gov/vocabulary/relators/aut 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910481959303321 996 $aDeveloping Self-regulation of Learning and Teaching Skills Among Teacher Candidates$92850058 997 $aUNINA