Extensive knowledge integration strategies in pre-service teachers: the role of perceived instrumentality, motivation, and self-regulation

Educational Studies 44 (5):505-520 (2017)
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Abstract

This study investigated contributions of pre-service teachers’ endogenous and exogenous instrumentalities, their intrinsic and extrinsic motivations, and their use of self-regulation strategies to explain the extent to which they used strategies to purposefully integrate their knowledge across courses. With a total of 254 pre-service teachers’ survey-responses, results of a hierarchical multiple regression analysis indicated that their endogenous instrumentality of their current coursework, their use of metacognitive strategies and their use of deeper cognitive learning strategies contributed to explaining their use of extensive knowledge integration strategies for completing coursework. Our results suggest that to develop pre-service teachers’ teaching expertise, they may need to have a strong understanding that the current course conte...

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