Self‐regulated learning and technology among teacher candidates

Abstract

AbstractExtensive evidence indicates that self‐regulated learning is associated with crucial academic outcomes and the significant ways digital technologies enhance pedagogical approaches in diverse learning environments in postsecondary education. Despite this evidence, self‐regulated learning and digital technologies have not been fully integrated to support teacher educators and teacher candidates. This chapter extends the existing literature about self‐regulated learning by integrating it with digital technologies among teacher candidates and describes a technology project in which teacher candidates identify the benefit of self‐regulated learning and technology. The chapter concludes by offering recommendations about integrating self‐regulated learning and technology in teacher preparation programs, including helping candidates to be proactive, self‐directed, and self‐efficacious. Candidates need to be agentic in their pursuit of the teaching profession during training programs that encourage and support a culturally proactive pedagogy.