Study On Self-regulation Of Student Teachers Based On Situated Learning Theory

Teaching practice is an important part of the practical course for normal students.During the teaching practice,normal students no longer learn systematic theoretical knowledge,but make self-construction in concrete practice.The traditional theory-practice perspective cannot fully and thoroughly explain the student teacher's learning.In order to re-understand and grasp the essential characteristics of teaching practice,this research starts from the perspective of the student teacher,analysis the characteristics of teaching practice,and reveals student teachers' learning mechanism and characteristics based on the situated learning theory.It is believed that the essence of the student teacher's learning is to enter into the educational practice community and make active self-construction continuously,internalize the culture,learn tacit knowledge,form the teacher's identity and form pedagogical tact in the participation and interaction.The situated learning theory emphasizes that the student teacher's learning is an implicit self-construction,then the main form of their learning is self-regulated learning.Therefore,this study investigates and analyzes the situation of student teacher's self-regulation by in-depth interviews,and finds that their self-regulation usually manifests as task-oriented planning,latent strategies-management,behavior-focused reflection,vague self-evaluation and active feedback regulation.The factors that affect their self-regulation mainly include learning motivation,self-regulation knowledge and skills,and situation factors.Student teachers lack of self-regulated awareness and internal motivation,and weak of stickability.Therefore,based on the core ideas and concepts of situated learning theory,this study proposes a plan for student teachers to conduct self-regulated learning.Taking the four-stage model proposed by Pintrich et al.as the action framework,the process of self-regulation is divided into four stages: planning and activating,monitoring,regulating and feedback.From the four regulation fields: cognition,motivation and emotion,behavior and situation,the plan proposes specific strategies for student teachers to conduct self-regulated learning by analyzing some cases.