Preschool Teachers’ Promotion of Self-Regulated Learning in the Classroom and Role of Contextual and Teacher-Level Factors

Seda Saraç; Betül Tarhan

Vol. 13 No. 2 (2020) IEJEE

Preschool Teachers’ Promotion of Self-Regulated Learning in the Classroom and Role of Contextual and Teacher-Level Factors

Seda Saraç
Betül Tarhan

Published January 14, 2021 | Pages: 309-322 | Views: 597

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Abstract

The aim of this study was to investigate preschool teachers’ practices to promote self-regulated learning in classroom and teacher-level factors affecting their practices. The study sample consisted of 210 preschool teachers. The participants reported that they frequently implemented practices that supported self-regulated learning. They devote a minimum time to the activities related to promoting children’s retrospective task reflections.

Also, the number of practices implemented by preschool teachers is affected by the teachers’ years of experience, classroom size, age of the children, and teachers’ self-efficacy beliefs associated with their teaching skills.

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Affiliations

Seda Saraç

Bahçeşehir University

Betül Tarhan

University of Georgia

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Saraç, S., & Tarhan, B. (2021). Preschool Teachers’ Promotion of Self-Regulated Learning in the Classroom and Role of Contextual and Teacher-Level Factors. International Electronic Journal of Elementary Education, 13(2), 309–322. Retrieved from https://iejee.com/index.php/IEJEE/article/view/1324

Author Biography

Seda Saraç

Seda Saraç is an Assistant Professor in Faculty of Educational Sciences at Bahçeşehir University. She has been a faculty member since 2016 where she has been serving as the head of Department of Elementary Education and coordinator of the graduate studies of the department. She completed her PhD at Marmara University. Her research interests focus on supporting students’ metacognitive and self regulated learning skills as well as collaborative learning skills. Seda teaches courses on alternative education approaches, comparative education and educational research.

Betül Tarhan

Betul Tarhan earned her B.A. in TESOL, M.A. in Turkish as a Second Language, and her initial Ph.D. in foreign language education with a specialization in brain compatible language learning strategies in 2009, and in 2016, she completed her second Ph.D. at the University of Georgia in Educational Policy and Administration with a dissertation entitled, “The Examination of Legal Issues Concerning International and Immigrant Students in the U.S. ”She was awarded the U.S. Institute of International Education Fulbright Scholarship at the University of Georgia in 2007. She is also a graduate of the University of Georgia School Of Law. She has significant and successful experience in research and teaching. She served as an Instructor at Yale University and the University of Georgia.