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 ![]() |
Publisher Information: | Bamberg : Otto-Friedrich-Universität |
Year of publication: | 2022 |
Pages: | 279-293 |
Source/Other editions: | Psychology Learning & Teaching, 20 (2020), 2, S.279-293, ISSN: 1475-7257 |
is version of: | 10.1177/1475725720973517 |
Year of first publication: | 2020 |
Language(s): | English |
Licence: | Creative Commons - CC BY-NC - Attribution - NonCommercial 4.0 International |
URN: | urn:nbn:de:bvb:473-irb-534466 |
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/53755 |
Release Date: | 17. June 2022 |
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