Talking about teaching self-regulated learning: Scaffolding student teachers’ development and use of practices that promote self-regulated learning
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Slower interfaces especially enable these benefits, as the waiting time often gets used for reflective thinking about the task at hand.
“Park et al. [138] similarly argue that “slower” interfaces especially enable these benefits, as the waiting time often gets used for reflective thinking about the task at hand (see also [147]).”
From The Metacognitive Demands and Opportunities of Generative AI (2024) · cites this paper as [138]
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References 33 · Cited by 179
- Authors
- Perry, N. E., Hutchinson, L., & Thauberger, C.
- Affiliations
- University of British Columbia (CA)
- Corresponding author
- Perry, Nancy E.
- Venue
- International Journal of Educational Research
- Publisher
- Elsevier BV
- Published
- 2008-01
- Volume
- 47
- Issue
- 2
- Pages
- 97-108
- ISSN
- 0883-0355 (ISSN-L)
- OpenAlex
- W2095021093
- Cited by
- 179
- References
- 33
- Citations by year
- 2026: 8 · 2025: 17 · 2024: 16 · 2023: 17 · 2022: 9 · 2021: 11 · 2020: 15 · 2019: 8 · 2018: 17 · 2017: 10 · 2016: 6 · 2015: 10 · 2014: 7 · 2013: 9 · 2012: 5
- FWCI
- 8.20
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- International Journal of Educational Research (publishedVersion)
- Funders
- University of British Columbia
- Topics
- Social Sciences › Psychology › Developmental and Educational Psychology › Innovative Teaching and Learning Methods
- Social Sciences › Education › Teacher Education and Leadership Studies
- Social Sciences › Psychology › Developmental and Educational Psychology › Educational Strategies and Epistemologies
- Keywords
- student self-regulation, pre-service teachers, mentoring, scaffolding, novice teachers, metacognition, teacher professional development, reflective practice, elementary school, university-school partnership
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