Abstract
This study investigates the effects of two Computer Based Learning environments: CBL with metacognitive instruction (CBL+META), and CBL without this instruction. Both environments were implemented to: (a) prepare pre-service teachers for self-regulated learning (SRL), (b) strengthen student-centered learning perceptions, and (d) develop skills for designing lessons. Ninety-five pre-service university teachers participated in the study. Findings indicated that being exposed to metacognitive instruction by means of self-questioning may improve pre-service teachers’ ability to reflect on the learning process. This in turn can enhance their SRL skills (cognition, metacognition and motivation), shift perceptions toward student-centered learning (self-constructed knowledge) and develop skills for designing lessons (e.g., identifying goals, selecting relevant information, and creating effective learning experiences). The implications of preparing pre-service teachers in high-SRL environments will be discussed at the conference.
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Kramarski, B., Michalsky, T. (2008). Preparing Pre-Service Teachers for Professional Education Within a Metacognitive Computer-Based Learning Environment. In: Zumbach, J., Schwartz, N., Seufert, T., Kester, L. (eds) Beyond Knowledge: The Legacy of Competence. Springer, Dordrecht. https://doi.org/10.1007/978-1-4020-8827-8_13
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DOI: https://doi.org/10.1007/978-1-4020-8827-8_13
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