Chinese physical education pre-service teachers’ beliefs and knowledge regarding self-regulated learning /

Open in iSearch

Student Theses

2023

Cao, Yahui

Hong Kong : The Education University of Hong Kong

Thesis

Self-regulated learning (SRL) is a self-directed process through which students self-monitor, self-regulate, and self-control their cognition, motivation, emotion, behavior, and environment to achieve their goals. It involves metacognitive, motivational, and behavioral sub-processes, such as goal setting, planning, learning strategies, self-recording, and self-instructing. Most studies on SRL have focused on academic subjects such as Mathematics and English. However, given the unique characteristics of PE and mainland China and the benefits of applying SRL to PE, this research examined PE pre-service teachers’ beliefs and knowledge regarding SRL. A sequential mixed-methods design was employed with qualitative and quantitative methods. The first phase used the Beliefs about Teaching and Learning 3 (BALT3) questionnaire to collect responses from 385 PE pre-service teachers in mainland China about their beliefs’ consistency and inconsistency on SRL. A Rasch model was used for the quantitative analysis of their responses. The second phase interviewed 20 survey participants with different levels of belief consistency with SRL in the semi-structured way to explore their knowledge on SRL. The interview protocol was based on the Zimmerman cyclical model and adapted from Spruce and Bol (2015). Thematic coding was used for the qualitative analysis. The quantitative and qualitative findings were converged to find out the relationship between PE pre-service teachers’ beliefs and knowledge, and the influencing factors.The quantitative results showed that the questionnaire was valid for this research. Studying years, teaching experience, and pedagogical training improved the belief consistency with SRL, but gender did not. These findings revealed the beliefs of PE pre-service teachers on SRL and emphasized the importance of SRL-related learning experience and pedagogical training in mainland China.The follow-up interviews revealed three types of regulation-related knowledge that explained PE pre-service teachers’ learning strategies, the beliefs-knowledge relationship, and the reasons for the relationship. Some interviewees’ understanding of SRL was similar to Zimmerman’s conceptions. Some stressed peers and teachers more than themselves. Many used different learning strategies for different situations to maximize the efficiency and effectiveness of their learning. The interview participants with higher survey scores were more self-reliant, while those with lower scores depended more on teachers and peers. The PE pre-service teachers’ beliefs and knowledge on SRL were influenced by socio-culture and experiences.The findings showed that PE teachers’ training did not cover SRL strategies and concepts much, and PE pre-service teachers knew little about SRL. Teacher education programs should help pre-service PE teachers understand and implement SRL in classrooms. Cultural and social adaption of SRL to mainland China is needed. A mix of self-regulation, co-regulation, and external regulation is found in this study to be mostly applied by PE pre-service teachers in mainland China, and it deserves more research in the future

LG51.H43 Dr 2023eb Caoy

https://educoll.lib.eduhk.hk/records/Sn3FwFgy