Assessing preservice teachers' SRL
by using reflective support
in microteaching
Zehavit KOHEN
Bracha KRAMARSKI
School of Education
Bar-Ilan University
ISRAEL
Paper presented at the 4th Meta-Cognition conference
May 26-29, 2010, Munster, Germany
Assessing preservice teachers' SRL by
using reflective support in microteaching

SRL- Essential for
teachers'
professional growth
as learners and
teachers.
Current Study 1st Objective:
Enhancing SRL by using
different supports
SRL at preservice teachers
Meta-Cognition
Cognition
Motivation
pedagogical
Context
Context
Butler, 2005; Pintrich, 2004; Schraw, 2006; Zimmerman, 2000
Assessing preservice teachers' SRL by
using reflective support in microteaching
SRL- Essential for
teachers' professional
growth as learners and
teachers.
A need to assess
online changes in SRL
in real time and within
authentic contexts.
Current Study 1st Objective:
Enhancing SRL by using
different supports
Current Study 2st Objective:
Assessing SRL by using
complementary measures
pedagogical
Context

Microteaching training
Video-recorded teaching experiences,
followed by reflective discussions.
Fostering reflection
for promoting SRL
Scaffolding for SRL- two perspectives
Self regulated learning can
be enhanced when learners
explain instructional
materials to themselves
(e.g., Aleven & Koedinger, 2002;
Renkl 2002)
Self-Regulation Support (SR)
Self regulated learning
can be enhanced when
learners share their
regulation reciprocally
(e.g., Kramarski & Mevarech, 2003;
Palincsar & Brown, 1984; Salonen,
Vauras & Efklides, 2005)
Co-Regulation Support (CR)
Method
Participants and Procedure


88 preservice high school teachers from
different knowledge fields.
Microteaching training:
12 weekly pedagogical
workshops lasting two hours each, 24 hours of training
in total.

Two groups: Co-Regulation Support (CR)
and Self-Regulation Support (SR).
Training
CR
SR
Co-Regulation
Support
Self-Regulation
Support
Microteaching
Fifteen minute of teaching
training
Reflective pedagogical
discussions (also in forums)
ExplicitTheoretical
instruction
models of SRL
of SRL
Practice
PromptsSocial
for SRL
level Individual level
during (reflection
sharing in peers)
Training-
Explicit instruction
An example of an exercise in order to practice how
to increase motivation, which is a component of SRL:
How is the motivation of the teacher
realized in the following part of the
movie: dead poets society?
Training-
Explicit instruction
Prompts were given in flashcards, used to facilitate the
reflection to be directed to SRL components
Meta-cognition:
monitoring
“During teaching, the
Meta-cognition:
planning
“The teacher needs to give
teacher needs to ask himself
occasionally whether he is
acting properly”
thought for planning the lesson
by setting specific goals for the
lesson or by setting a logical
sequence for the content”
Motivation:
Motivation:
teaching anxiety
“During teaching, the teacher
should find calmly the right
words to express thoughts”
interest and value
“Perceive teaching as
challenging is important for
the teacher”
Assessing SRL
Two different measures
Aptitude/Offline measures
• The learner reports the use of SRL components
before, after or independent of learning situation,
e.g. self-report questionnaires (*)
(*)
MSLQ: Pintrich, Smith, Garcia, & McKeachie, 1993
MAI: Schraw & Dennison, 1994
Assessing SRL
Two different measures
Event based learning/Online measures
• Assessing online changes in SRL in real time
and within authentic contexts
e.g. Think-aloud protocols (*)
Trace Logs (**)
Observations (***)
(*)
(**) Winne,
Azevedo, Moos, Winters, & Cromley, 2008
Nesbit, Kumar, Hadwin, Lajoie, Azevedo, et al., 2006
(***) Perry,
Vandekamp, Mercer, & Nordby, 2002
Assessing SRL
Two different measures
Observations in real time
during teaching experiences
pre-post questionnaires
Assessment MeasuresA Coding Scheme

A coding scheme was developed
(Schraw et al., 2006 and Pintrich et al., 1991).
Validity:
 agreement on content of categories between expert
judges.
 Coding systems were classified, as low (1), medium
(2), high (3), or absence (0), well defined and justified
by examples.
Reliability:
 Inter-judge reliability (r=.89).
Assessment MeasuresA Coding Scheme

By reproducing the video-taped observation,
statements and behaviors were examined and
coded by their attribution to the SRL skills.
Meta-Cognition
Planning
Motivation
Interest and "Teaching as a vision"
Stating lesson goals, logical
Valuesequences of lesson components
Involvement in the lesson and
Using common sense whilst dealing with
content,
exhibition
of confidence
learning materials and accessories, and timing
Teaching
Lack of cognitive, emotional
and behavioral
Anxiety
Summary of lesson, dealing
with the achievement
of reactions
lesson goals
and students' understanding
Self-efficacy
Monitoring
Evaluating
(Schraw et al., 2006 and Pintrich et al., 1991)
The Coding Scheme-
Evaluating Criterion
Meta-Cognition
Summary of lesson, dealing with the achievement of lesson goals
and students' understanding
Evaluating
Criteria
Level
0- absence 1- low
Meta-Cognition
Evaluating
Summary of
lesson and
dealing with
students'
understanding
Referring the
achievement
of lesson
goals
Note: 30% of data were analyzed by two judges.
2- medium
3- high
The Coding Scheme-
Evaluating Criterion
Criteria
Level
0- absence 1- low
Missing
Summary of
summary
lesson and
dealing with
students'
understanding
Meta-Cognition
Evaluating
Referring the
achievement
of lesson
goals
Missing
reference to
lesson goals
2- medium
3- high
The Coding Scheme-
Evaluating Criterion
Criteria
Level
0- absence
Missing
Summary of
summary
lesson and
dealing with
students'
understanding
1- low
General
summary
, without
dealing
with
students'
understanding
Dictating a
summary to
the students
Meta-Cognition
Evaluating
Referring the
achievement
of lesson
goals
Missing
reference to
lesson goals
General
reference
to lesson
goals,
without
details
"Later we
will see
how what
we have
learned
connects to
each other"
2- medium
3- high
The Coding Scheme-
Evaluating Criterion
Criteria
Summary of
lesson and
dealing with
students'
understanding
Level
0- absence
1- low
2- medium
Missing
summary
General
summary
, without
dealing
with
students'
understanding
Summary of
lesson and
dealing with
students'
understanding,
but not
through all the
lesson, OR:
General
summary
without
insights
Dictating a
summary to
the students
"Today we
learned…"
General
reference
to lesson
goals,
without
details
Detailed
reference to
the
achievement
of lesson
goals, but
without future
implication
"Later we
will see
how what
we have
learned
connects to
each other"
"Let's mention
what we have
learned in order
lesson goals will
be clear"
Meta-Cognition
Evaluating
Referring the
achievement
of lesson
goals
Missing
reference to
lesson goals
3- high
The Coding Scheme-
Evaluating Criterion
Criteria
Summary of
lesson and
dealing with
students'
understanding
Level
0- absence
1- low
2- medium
3- high
Missing
summary
General
summary
, without
dealing
with
students'
understanding
Summary of
lesson and
dealing with
students'
understanding,
but not
through all the
lesson, OR:
General
summary
without
insights
Summary of
lesson and
dealing with
students'
understandin
g through all
the lesson,
OR:
General
summary
with insights
Dictating a
summary to
the students
"Today we
learned…"
Clarification of
new concepts
taught in class;
Asking the
students to
define those
concepts
General
reference
to lesson
goals,
without
details
Detailed
reference to
the
achievement
of lesson
goals, but
without future
implication
Detailed
reference to
the
achievement
of lesson
goals, with
future
implication
"Later we
will see
how what
we have
learned
connects to
each other"
"Let's mention
what we have
learned in order
lesson goals will
be clear"
"In the next
lessons we will
continue what
we have started
today. It's a part
of a few classes
array"
Meta-Cognition
Evaluating
Referring the
achievement
of lesson
goals
Missing
reference to
lesson goals
Results analysis of the Coding Scheme
EXAMPLES
of lesson, dealing with the achievement
Evaluating Summary
of lesson goals and students' understanding
“Teacher- Yael”
(SR support)
• Yael (After a discussion at class): “you have
said many definitions. Let's summarize
together the definitions” (looks at the class for
a short while, notice the students don't answer and
summarize the definition)
“Teacher- Avital"
(CR support)
• Avital: “So… basically here, we have an
example where it's obvious and it's clear
that we have a cause and effect
relationship. Again, how do we know it?”
(encouraging sharing knowledge)
• preservice teachers: (answer the question,
which summarize what’s taught so far)
Results analysis of the Coding Scheme
EXAMPLES
common sense whilst dealing with content,
Monitoring Using
learning materials and accessories, and timing
“Teacher- Yael”
(SR support)
“Teacher-Avital"
(CR support)
• Yael: “Now, I hand out to you flashcards. I
want you to read and discuss it”
• Yael (doesn't wait for the class to discuss and
says) “So, who is ready to read first what's
written and we will discuss it together?”
(points at a student to read, instead of letting the
student to volunteer to read)
• Avital: (speaks to a student) “Please read the
title in the work sheet”
• Preservice teachers: (reading unfluently)
• Teacher: (stops the lesson when noticing
misunderstanding and says) “I must make an
introduction”
Results analysis by the Coding Scheme
EXAMPLES
in the lesson and exhibition of
Self-efficacy Involvement
confidence
“Teacher- Yael”
(SR support)
“Teacher- Avital"
(CR support)
• Teacher: “More ideas?” (looks and points with his
finger at the class)
• Preservice teachers : (no comment)
• Teacher: (looks at her papers and not at the
class): “more ideas?”
• Preservice teachers : (no comment)
• Teacher: (answers the question)
• Teacher: (speaks to the class): “Are you ready
to practice yourselves?”
• Preservice teachers : (No comment)
• Teacher: (doesn’t confuse and asks in humor)
“You don’t know…?”
• Preservice teachers :(work quietly and concentrated)
• Teacher: (satisfied and therefore says) “I must
tell you I'm impressed”
Results- Online measures
One-way MANOVA F (3,84)  18.23, p  .0001, 2  .394
Figure 1: Meta-cognition level
according to CR support/ SR support
Results- Online measures
One-way MANOVA F (3,84)  14.66, p  .0001, 2  .344
Figure 2: Motivation level
according to CR support/ SR support
Results- Offline measures
MANOVA Repeated measures F (3,85) Interaction  4.26, p  .01, 2  .131
Figure 1: Meta-cognition level
according to CR support/ SR support
Results- Offline measures
MANOVA Repeated measures F (3,85) Interaction  4.26, p  .01, 2  .131
Figure 1: Meta-cognition level
according to CR support/ SR support
Results- Offline measures
MANOVA Repeated measures F (3,85) Interaction  4.26, p  .01, 2  .131
Figure 1: Meta-cognition level
according to CR support/ SR support
Results- Offline measures
MANOVA Repeated measures F (3,84) Interaction  2.84, p  .05, 2  .092
Figure 2: Motivation level
according to CR support/ SR support
Results- Offline measures
MANOVA Repeated measures F (3,84) Interaction  2.84, p  .05, 2  .092
Figure 2: Motivation level
according to CR support/ SR support
Results- Offline measures
MANOVA Repeated measures F (3,84) Interaction  2.84, p  .05, 2  .092
Figure 2: Motivation level
according to CR support/ SR support
Discussion


SRL- Essential for
teachers'
professional growth
as learners and
teachers.
A need to assess
online changes in
SRL in real time and
within authentic
contexts.
Intervention model for fostering
SRL by support during selfreflection
Complementary measures:
Offline  pre-post questionnaires
Online  A coding scheme
designed to assess SRL
processes during online
teaching experiences
Discussion

SRL- Essential for
teachers'
professional
growth as learners
and teachers.
CR
Intervention model for
fostering SRL by support
during self-reflection
SR
Participants of the CR group improved their SRL from pre to post, and
displayed higher levels of SRL during real-time teaching experiences.
Discussion

A need to assess
online changes in
SRL in real time
and within
authentic contexts.
Complementary measures:
Offline  pre-post questionnaires
Online  A coding scheme
designed to assess SRL
processes during online
teaching experiences
Online
Offline
Participants of the CR group displayed higher levels of SRL
both in the questionnaires and the real-time teaching
experiences.
Discussion
Practical Implications, Future
Research, and Limitations
Follow-up research
(6 months and 12 months after intervention):
•
Tracking these pre-service teachers as in-service teachers,
during their first year of teaching.
•
Assessing SRL processes of these teachers by using the
coding scheme built for this study and by complementary
methods: aptitudes (e.g. questionnaires) and events (e.g.
thinking aloud, log-files, and forum discussions).
Discussion
Practical Implications, Future
Research, and Limitations
Research limitations:

The study was conducted in lab conditions, only in 15minute-long segments of teaching experiences.
Future research:

Co-regulation support for fostering SRL during selfreflection phase should remain a focus point of future
research. Even so, we recommend applying co-regulation
support for SRL in different phases of SRL (e.g. during
monitoring phase).
zehavit.kohen@live.biu.ac.il