Coaching During Student Teaching: Using Self-Regulated Learning to Improve Questioning Skills for Preservice Science Teachers

Author:

Tran Hong H.1ORCID,Cleary Timothy J.2,Capps Daniel K.34,Hodges Georgia W.3

Affiliation:

1. School of Engineering Education, Purdue University, West Lafayette, Indiana, USA

2. Department of School Psychology, Graduate School of Applied and Professional Psychology, Rutgers University, New Brunswick, New Jersey, USA

3. Department of Mathematics, Science, and Social Studies Education, Mary Frances Early College of Education, University of Georgia, Athens, Georgia, USA

4. Department of Science and Technology Education, University of Johannesburg, Johannesburg, South Africa

Publisher

Informa UK Limited

Reference72 articles.

1. Adams, W. C. (2015). Conducting semi‐structured interviews. Wiley Online Library.

2. Fostering Teachers’ Reflections on the Dynamic Characteristics of Open Inquiry through Metacognitive Prompts

3. Questions asked by primary student teachers about observations of a science demonstration

4. Metacognition and professional development of secondary education science teachers: A case study;Bañas C.;Journal of Education Research,2009

5. Changes in teachers’ epistemic cognition about self–regulated learning as they engaged in a researcher-facilitated professional learning community

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