Individual differences in learning to teach: relating cognition, regulation and affect

The purpose of this study was to describe individual differences in learning to teach

Ida E Oosterheert

2002

Scholarcy highlights

  • The purpose of this study was to describe individual differences in learning to teach
  • Thirty secondary student teachers were interviewed about several components of their learning: mental models of learning to teach, learning activities, regulation in general, emotion regulation in particular, ideal self as a teacher and concerns
  • Homogeneity analysis demonstrated that many of these categories are related within individuals
  • The five orientations may be indicative of how progress in the quality of individual learning evolves

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