東華大學圖書館 |

Language: English

Help

回圖書館首頁

手機版館藏查詢

Back

Switch To: Labeled | MARC Mode | ISBD

Developing self-regulation of learni...

Bembenutty, Hefer.

Linked to FindBook

Google Book

Amazon

博客來

Developing self-regulation of learning and teaching skills among teacher candidates

Record Type:	Language materials, printed : Monograph/item
Title/Author:	Developing self-regulation of learning and teaching skills among teacher candidates/ by Hefer Bembenutty, Marie C. White, Miriam R. Velez.
Author:	Bembenutty, Hefer.
other author:	White, Marie C.
Published:	Dordrecht :Springer Netherlands : : 2015.,
Description:	xvii, 134 p. :ill., digital ;24 cm.
[NT 15003449]:	About the Author -- Preface -- Chapter 1. Introduction: The Case Study -- Chapter 2. SELF-regulated Learning and Development in Teacher Preparation Training -- Chapter 3. Objectives and Methods -- Chapter 4. School Observations & Classroom Experience -- Chapter 5. Survey: Motivation and Self-regulation -- Chapter 6. Student Teaching Interview -- Chapter 7. Putting it all together: What really matters? -- Appendixes.
Contained By:	Springer eBooks
Subject:	Teachers - Training of. -
Online resource:	http://dx.doi.org/10.1007/978-94-017-9950-8
ISBN:	9789401799508 (electronic bk.)

Developing self-regulation of learning and teaching skills among teacher candidates
Bembenutty, Hefer.

Developing self-regulation of learning and teaching skills among teacher candidates[electronic resource] /by Hefer Bembenutty, Marie C. White, Miriam R. Velez. - Dordrecht :Springer Netherlands :2015. - xvii, 134 p. :ill., digital ;24 cm. - SpringerBriefs in education,2211-1921. - SpringerBriefs in education..

About the Author -- Preface -- Chapter 1. Introduction: The Case Study -- Chapter 2. SELF-regulated Learning and Development in Teacher Preparation Training -- Chapter 3. Objectives and Methods -- Chapter 4. School Observations & Classroom Experience -- Chapter 5. Survey: Motivation and Self-regulation -- Chapter 6. Student Teaching Interview -- Chapter 7. Putting it all together: What really matters? -- Appendixes.

This book reports an in-depth case study and the student teaching experience of four preservice teachers during practical and clinical experiences in classroom in an urban community in New York. It examines the associations between preservice teachers' self-regulatory skills and motivational beliefs and their clinical experience both in the college training classroom and in the school settings. The experiences of the students are examined from the perspective of social cognitive theory and self-regulation theory. The authors present a concise summary of an in-depth case study with practical applications across a wide spectrum of fields. They also summarize and give an overview of theories, issues, core concepts related to the self-regulatory experience and motivation of the four case studies. In an effective blend of theory and case histories, Bembenutty, White, and Velez provide valuable information and advice for prospective teachers and teacher educators. Their focus on help seeking is critical given the array of resources available to overcome early difficulties especially for teachers with significant challenges. Also important is helping them understand the role of delay of gratification in the face of expanding sources of distraction. Stuart A. Karabenick, Research Professor, University of Michigan This book builds a really strong case for the importance of self-regulation in teacher education. Moreover, it tells a fascinating story of educational success against the odds, made possible by personal stamina as well as contextual support. Both teacher students and teacher educators around the world will find this book a wonderful inspiration. Ivar Braten, Professor, University of Oslo, Norway This is a practical book which provides a compelling narrative with page after page on teacher self-regulatory functioning. I recommend this book for teacher preparation programs, and I will definitely share it with many of my students and colleagues. Anastasia Kitsantas, Professor, George Mason University.

ISBN: 9789401799508 (electronic bk.)

Standard No.: 10.1007/978-94-017-9950-8doiSubjects--Topical Terms:

521129
Teachers
--Training of.

LC Class. No.: LB1707

Dewey Class. No.: 370.711

Developing self-regulation of learning and teaching skills among teacher candidates
LDR:03521nam a2200325 a 4500 001 2007765
003 DE-He213
005 20160203163915.0
006 m d
007 cr nn 008maaau
008 160219s2015 ne s 0 eng d
020 $a 9789401799508 (electronic bk.)
020 $a 9789401799492 (paper)
024 7 $a 10.1007/978-94-017-9950-8 $2 doi
035 $a 978-94-017-9950-8
040 $a GP $c GP
041 0 $a eng
050 4 $a LB1707
072 7 $a JNC $2 bicssc
072 7 $a EDU009000 $2 bisacsh
082 0 4 $a 370.711 $2 23
090 $a LB1707 $b .B455 2015
100 1 $a Bembenutty, Hefer. $3 1935269
245 1 0 $a Developing self-regulation of learning and teaching skills among teacher candidates $h [electronic resource] / $c by Hefer Bembenutty, Marie C. White, Miriam R. Velez.
260 $a Dordrecht : $b Springer Netherlands : $b Imprint: Springer, $c 2015.
300 $a xvii, 134 p. : $b ill., digital ; $c 24 cm.
490 1 $a SpringerBriefs in education, $x 2211-1921
505 0 $a About the Author -- Preface -- Chapter 1. Introduction: The Case Study -- Chapter 2. SELF-regulated Learning and Development in Teacher Preparation Training -- Chapter 3. Objectives and Methods -- Chapter 4. School Observations & Classroom Experience -- Chapter 5. Survey: Motivation and Self-regulation -- Chapter 6. Student Teaching Interview -- Chapter 7. Putting it all together: What really matters? -- Appendixes.
520 $a This book reports an in-depth case study and the student teaching experience of four preservice teachers during practical and clinical experiences in classroom in an urban community in New York. It examines the associations between preservice teachers' self-regulatory skills and motivational beliefs and their clinical experience both in the college training classroom and in the school settings. The experiences of the students are examined from the perspective of social cognitive theory and self-regulation theory. The authors present a concise summary of an in-depth case study with practical applications across a wide spectrum of fields. They also summarize and give an overview of theories, issues, core concepts related to the self-regulatory experience and motivation of the four case studies. In an effective blend of theory and case histories, Bembenutty, White, and Velez provide valuable information and advice for prospective teachers and teacher educators. Their focus on help seeking is critical given the array of resources available to overcome early difficulties especially for teachers with significant challenges. Also important is helping them understand the role of delay of gratification in the face of expanding sources of distraction. Stuart A. Karabenick, Research Professor, University of Michigan This book builds a really strong case for the importance of self-regulation in teacher education. Moreover, it tells a fascinating story of educational success against the odds, made possible by personal stamina as well as contextual support. Both teacher students and teacher educators around the world will find this book a wonderful inspiration. Ivar Braten, Professor, University of Oslo, Norway This is a practical book which provides a compelling narrative with page after page on teacher self-regulatory functioning. I recommend this book for teacher preparation programs, and I will definitely share it with many of my students and colleagues. Anastasia Kitsantas, Professor, George Mason University.
650 0 $a Teachers $x Training of. $3 521129
650 0 $a Teaching. $3 517098
650 0 $a Learning, Psychology of. $3 519115
650 1 4 $a Education. $3 516579
650 2 4 $a Educational Psychology. $3 1005868
650 2 4 $a Teaching and Teacher Education. $3 1001835
700 1 $a White, Marie C. $3 2156766
700 1 $a Velez, Miriam R. $3 2156767
710 2 $a SpringerLink (Online service) $3 836513
773 0 $t Springer eBooks
830 0 $a SpringerBriefs in education. $3 1567955
856 4 0 $u http://dx.doi.org/10.1007/978-94-017-9950-8
950 $a Humanities, Social Sciences and Law (Springer-11648)