Only 13 of 66 interventions promoted pre-service teachers' dual role in SRL, and only three covered all four subcategories of the dual role¶

Claim · All claims
Evidence · 1 study · quant-synthesis r2 · q3
Currency · newest study 2024 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? Thirteen of 66 interventions developed at least one subcategory of the self-regulated professional and one of the self-regulated promoter; only three covered all four subcategories. → Alazne Fernández Ortube 2024

Evidence¶

Alazne Fernández Ortube 2024¶

Alazne Fernández Ortube, Ernesto Panadero, Charlotte Dignath. (2024). Self-Regulated Learning Interventions for Pre-service Teachers: a Systematic Review. Educational Psychology Review. https://doi.org/10.1007/s10648-024-09919-5

q3 · i? · quant-synthesis · r2

RQ2 coding of the 66 interventions against four dual-role dimensions (SRL knowledge, SRL practice, teaching SRL, SRL diagnosis). The review reports 13 interventions promoted the dual role and "only three interventions covered all four subcategories" (Keller-Schneider, 2014; Kramarski & Kohen, 2017; Michalsky, 2020).

"Thirteen out of the 66 interventions promoted the dual role of pre-service teachers in the context of SRL."

Discussion¶

Related Claims¶

• SRL interventions for pre-service teachers unevenly cover SRL areas: cognition (n = 62) and metacognition (n = 55) dominate, while emotion (8 interventions) and context regulation (n = 6) are rare — related
• Among highly effective interventions targeting metacognition, four of eleven focused on a single SRL area (metacognition) and five promoted the dual role — related
• Intervention content related to professional competences is uneven: self-reflection (42%) and technology (38%) are common, while explicit SRL knowledge instruction (25%) and SRL diagnosis practice (9%) are rare — related