Název:	Self-regulation in pre-service teacher training
Autoři:	Armakolas, Stefanos Paraskevi, Skliva Mikroyannidis, Alexander Zotos,Christos
Citace zdrojového dokumentu:	KROTKÝ, Jan, ed.; SIMBARTL, Petr, ed. Inovace a technologie ve vzdělávání: časopis o nových metodách a inovacích v technickém a přírodovědném vzdělávání. 2019, č. 1, s. 55-67.
Datum vydání:	2019
Nakladatel:	Západočeská univerzita v Plzni
Typ dokumentu:	článek article
URI:	http://olympiadatechniky.cz/itev/ http://hdl.handle.net/11025/36142
ISSN:	2571-2519
Klíčová slova:	samoregulační učení;vzdělávání dospělých;dálkové studium;kombinované studium;informační a komunikační technologie;IKT
Klíčová slova v dalším jazyce:	self-regulated learning;adult education;distance education;blended learning;information and communications technologies;ICT
Abstrakt v dalším jazyce:	The meaning of the term self-regulated learning (SRL) could be summed up with the phrase "learn how to learn". It’s a dynamic and creative procedure, according to which learners set goals of their own, while trying to direct, regulate and monitor ways of achieving those. At the same time, the contribution of Information and Communications Technologies (ICT), especially in recent years, is quite important in the field of adult education. This study focuses on applying SRL methods on adult educators-to-be with the assistance of modern ICT. The process takes place in a blended learning environment, where traditional education techniques meet distance education, and spans across two semesters of getting acquainted with a variety of ICT tools and platforms (Microsoft PowerPoint, Windows Movie Maker, Google Sites, Concept Maps, Webquest). With that in mind, we’ll investigate the parameters that affect self-regulation and the strategies each future educator develops while going through the already established learning process. For the purposes of our study, we conducted a research by putting together and handing out to our target group a digital questionnaire. The analysis of the survey’s outcome brings to light several positive remarks. Apparently, all involved ICT tools contribute, some in greater and some in lesser length, towards regulating the learning process of the educators-to-be, improving eventually their self-efficacy.
Práva:	© Západočeská univerzita v Plzni
Vyskytuje se v kolekcích:	Číslo 1 (2019) Číslo 1 (2019)

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