Fostering Preservice Teachers’ Psychological Literacy by Counseling Pupils on Their Self-Regulated Learning : Didactical Concept of a Theory–Practice Learning Setting and Insights Into Preservice Teachers’ Reflections





Faculty/Professorship: Centre for Teacher Training (ZLB)  ; Psychology of Teaching and Learning at School  
Author(s): Horn, Dorothea ; Grötzbach, Daniel ; Drechsel, Barbara  
Title of the Journal: Psychology Learning & Teaching
ISSN: 1475-7257,
Publisher Information: London : Sage Publishing
Year of publication: 2020
Volume: 20
Issue: 2
Pages: 279-293
Language(s): English
DOI: 10.1177/1475725720973517
Abstract: 
This report illustrates the didactical concept and implementation of a theory–practice learning setting where preservice teachers counsel pupils from local schools on their self-regulated learning. The learning setting is part of the preservice teachers’ psychology curriculum embedded in their educational foundation studies and aims at fostering preservice teachers’ psychological literacy; specifically, to reflect their own and other’s behavior and to apply their psychological knowledge of learning and counseling principles into real-life counseling sessions. Besides describing the motivation behind the structure and content of the theory–practice learning setting, the report discusses results of a first qualitative analysis of the preservice teachers’ learning journals, which function as a reflection tool and are part of the overall evaluation design. Results indicate that the practice task (counseling session) is a complex and demanding, yet instructive and rewarding, learning setting that fosters certain attributes of psychological literacy. Practical implications and further research endeavors are discussed.
GND Keywords: Lernpsychologie; Lehrerinnenbildung; Lehrerbildung
Keywords: psychological literacy in teacher education, theory–practice learning, counseling, self-regulated learning,, learning journals
DDC Classification: 370 Education  
RVK Classification: DN 1000   
Type: Article
URI: https://fis.uni-bamberg.de/handle/uniba/53446
Release Date: 3. March 2022