Investigating the Impact of the Self-Regulatory Instructional Planning Approach on the Lesson Planning and Self-Regulatory Development of Pre-Service Secondary Social Studies Teachers
Date
2022
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Abstract
The purpose of the present study was to examine the impact of the Self-Regulatory Instructional Planning Approach (SR-IPA) on the lesson planning and self-regulatory development of a group of six preservice secondary social studies teachers (PSSST). Even though the benefits of self-regulated learning and inquiry-based instruction are well documented, this study distinguishes itself from prior research because it is one of the first to leverage self-regulated learning (SRL) as a theoretical framework for designing a tangible curricular resource specifically intended to promote inquiry-based instruction (IBI) in social studies instruction. Furthermore, using multiple case study design allowed this investigation to understand how the SR-IPA impacted each participant individually while also examining for the presence of similarities and distinctions among the cases. The findings from this study suggest that the SR-IPA was somewhat effective at supporting PSSSTs in developing SRL skills as well as IBI lesson plans. Regarding the development of IBI lesson plans, the findings suggest (a) the SR-IPA impacted the PSSST’s lesson planning process by providing a framework that explicated the process of planning IBI lessons aligned with state standards and assessments, and (b) the SR-IPA supported PSSSTs in designing lesson plans that incorporated the characteristics of IBI. Regarding the development of SRL skills, the findings from the present study suggest (a) the PSSSTs were largely unfamiliar with SRL prior to experiencing the SR-IPA, (b) the SR-IPA promoted PSSST’s SRL skill development by making the processes of SRL more explicit, and (c) the SR-IPA supported the PSSSTs in developing their self-regulatory skills to the emulation phase of self-regulatory development. The act of making the processes of SRL explicit as well as the iterative and cyclical nature of SRL appears to make it ideal for supporting the development of lesson plans that include the characteristics of IBI among PSSSTs. These findings suggest that secondary social studies teacher education programs may want to consider emphasizing and explicating the theory of self-regulation in order to support professional growth while using tangible curricular supports, similar to the SR-IPA, in order to promote the implementation of IBI. A comprehensive discussion of the findings, future directions for research and the implementations of this study are advanced.
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Keywords
Developing Self-Regulated Learning Skills, Promoting Inquiry-Based Instruction, Secondary Social Studies Teacher Education, Self-Regulated Learning