Exploring Learning Techniques and Strategies in Pedagogy Students: Implications for Self-Regulated Learning

Аннотация

This study investigates the learning techniques and strategies employed by pedagogy students and explores the implications for their self-regulated learning (SRL). Effective learning strategies are crucial for academic success, particularly in demanding fields like pedagogy, where future educators must cultivate their own learning skills to effectively guide others. The research examines the frequency and types of learning strategies used, factors influencing strategy selection, and the relationship between strategy use and SRL. The findings provide insights into how pedagogy programs can better support the development of effective learning practices and enhance students' SRL abilities. Keywords: Pedagogy students, learning techniques, learning strategies, self-regulated learning, metacognition, educational psychology, academic performance, study habits, autonomous learning, motivation in education. Introduction: The ability to learn effectively is a Previous research has explored the use of learning cornerstone of academic success, and this is especially strategies in various student populations (Dirkx, Camp, true for students in pedagogy programs. These future Kester, & Kirschner, 2019; Hartwig & Dunlosky, 2012) educators must not only acquire a deep understanding [14, 24]. However, less is known about the specific of their subject matter but also develop the skills to strategies employed by pedagogy students and how manage their own learning, a concept known as self- these strategies relate to their development as self- regulated learning (SRL) (Zimmerman, 1989, 1990) [51, regulated learners. Given the importance of SRL for 52]. Self-regulated learners are proactive in their effective teaching, this study aims to address this gap learning process, setting goals, selecting and using by examining the learning techniques and strategies appropriate strategies, monitoring their progress, and used by pedagogy students and exploring the reflecting on their learning (Bjørk, Dunlosky, & Kornell, implications for their SRL. 2013) [6]. Literature Review Effective learning strategies are essential tools for SRL. Self-Regulated Learning (SRL) These strategies can range from basic techniques like SRL is a multi-faceted process that empowers learners rehearsal and elaboration to more complex ones like to take control of their learning. Zimmerman (2000) metacognitive monitoring and critical thinking [53] defines SRL as the process by which learners set (Weinstein & Mayer, 1986) [49]. Metacognition, or goals, select strategies, monitor their progress, and "thinking about thinking," plays a vital role in SRL, adapt their approach as needed. This involves a cyclical enabling learners to plan, monitor, and evaluate their process where learners plan, perform, and reflect on learning (Flavell, 1979; Schraw & Dennison, 1994) [18, their learning. Key components of SRL include: 41]. International Journal of Pedagogics 1 https://theusajournals.com/index.php/ijp International Journal of Pedagogics (ISSN: 2771-2281) • Goal Setting: Defining clear and achievable The development of critical thinking skills is particularly learning objectives (Pintrich, 2000) [36]. important for pedagogy students, as they will need to foster these skills in their future students. • Strategy Use: Selecting and implementing appropriate cognitive and metacognitive strategies The Role of Self-Efficacy (Dunlosky et al., 2013) [15]. Bandura's (1977, 1986, 1990) [2,3,4] self-efficacy • Monitoring: Tracking progress and evaluating theory posits that learners' beliefs in their ability to the effectiveness of chosen strategies (Nelson & succeed play a significant role in their motivation and Narens, 1994) [34]. use of learning strategies. Students with high self- efficacy are more likely to set challenging goals, persist • Reflection: Evaluating learning outcomes and through difficulties, and use a wider range of effective making adjustments for future learning (Butler & learning strategies. Schunk and Ertmer (2000) [43] Winne, 1995) [10]. further explain how self-efficacy enhancing • Motivation and self-efficacy: Beliefs about interventions can improve self-regulation and one's abilities and the drive to learn (Bandura, 1977, academic learning. 1990; Pajares, 1996; Pintrich & De Groot, 1990) Research Questions [2,4,35,37] This study seeks to answer the following research Winne and Hadwin (2008) [50] emphasize the interplay questions: between motivation and SRL, highlighting how students' beliefs, values, and attitudes influence their 1. What learning techniques and strategies do engagement in self-regulating their learning. Efklides pedagogy students commonly use? (2011) [16] further underscores the importance of the 2. What factors influence pedagogy students' interaction of metacognition with motivation and selection and use of learning strategies? affect in SRL. 3. How do pedagogy students' use of learning Learning Strategies strategies relate to their self