مرکز منطقه ای اطلاع رساني علوم و فناوري - SELF-REGULATED LEARNING SKILLS USED BY PRE-SERVICE TEACHERS DURING READING COMPREHENSION PROCESS

Abstract :

The aim of this study was to investigate the extent to which pre-service teachers exhibit patterns of self-regulated learning in their reading comprehension process. This study is a qualitative research in terms of data collection and evaluation. Study group consisted of 58 pre-service teachers, thirty two of them were female and twenty six of them were male. Twenty nine of them enrolled primary school education programme and twenty nine of them enrolled Turkish language teaching programme. Focus group interviews were used in data collection. A semi structured interview form was developed to gather the data. The results showed that pre-service teachers motivational states (level of self-efficacy beliefs, goal orientations, and attributions) were under the expected level. It is also determined that most of the pre-service teachers use at least one cognitive strategy during reading. On the other hand, the number of pre-service teachers who use metacognitive (goal setting, planning, cognitive strategy selection, monitoring and self-evaluation) were found very low. Similarly, the number of pre-service teachers who use self-regulatory strategies (adjusting-strategies-, adjusting-text-, adjusting-environment-, adaptive help seeking, and emotion control) were found very low.