Assessing Preschool Teachers’ Practices to Promote Self-Regulated Learning


Fahretdin Hasan ADAGİDELİ , Seda SARAÇ, Engin ADER


Abstract

Recent research reveals that in preschool years, through pedagogical interventions, preschool teachers can and should promote self-regulated learning. The main aim of this study is to develop a self-report instrument to assess preschool teachers’ practices to promote self-regulated learning. A pool of 50 items was recruited through literature review. Items, then, were formulated as statements, to which the teachers could respond on a Likert-scale. In line with the expert and teacher opinions, twenty statements were removed from the original pool and some statements were reformulated. The latest version of the scale consisted of 21 statements. The participants were preschool teacher (N=169) from Istanbul. Empirical testing at item and scale level showed that T-SRL is a reliable and a valid instrument to assess preschool teachers’ classroom practices promoting self-regulated learning of their children at the age of 3-6.


Keywords

Self-regulated learning, teacher practices, preschool education

Paper Details

Paper Details
Topic Elementary Education
Pages 423 - 440
Issue IEJEE, Volume 7, Issue 3
Date of acceptance 27 May 2015
Read (times) 1084
Downloaded (times) 415

Author(s) Details

Fahretdin Hasan ADAGİDELİ

Istanbul University, Turkey, Turkey


Seda SARAÇ

Institute of Creativity, Turkey, Turkey


Engin ADER

Boğaziçi University, Turkey, Turkey


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