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

Horn, DorotheaDorotheaHornGrötzbach, DanielDanielGrötzbachDrechsel, BarbaraBarbaraDrechsel0000-0003-1454-36582022-06-172022-06-172022https://fis.uni-bamberg.de/handle/uniba/53755This 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.engpsychological literacy in teacher educationtheory–practice learningcounselingself-regulated learning,learning journals370Fostering 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’ Reflectionsarticleurn:nbn:de:bvb:473-irb-537552