Self-Regulated Learning Skills Among Preservice Mathematics and Science Teachers During Their Field Experience

Abstract

Purpose The current study aimed at investigating self-regulated learning skills among preservice mathematics and science teachers during their field experience at the University of Sharjah in United Arab Emirates (UAE). Methods: The data were collected via the self-regulated learning skills questionnaire. The sample of the study consisted of (70) preservice mathematics and science teachers enrolled in the teacher education program. The data were analyzed using the means, standard deviations, and t-test. Findings: The findings of the study revealed that preservice mathematics and science teachers showed a high level of possession of self-regulated learning skills. In addition, it was revealed that there was no statistical significance due to the academic rank variable among preservice mathematics and science teachers. Implications for Research and Practice: Based on the research findings, it is significantly implied that self-regulated learning skills can be coupled with educational professional development programs. Instructional practices can be designed to improve self-regulated learning skills in preservice teachers.