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Prompting Reflections for Integrating Self-Regulation Into Teacher Technology Education


by Tova Michalsky & Bracha Kramarski — 2015


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Cite This Article as: Teachers College Record Volume 117 Number 5, 2015, p. 1-38
http://www.tcrecord.org ID Number: 17917, Date Accessed: 5/26/2017 4:49:30 PM
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About the Author
  • Tova Michalsky
    Bar-Ilan University
    E-mail Author
    TOVA MICHALSKY is a senior lecturer in the School of Education at Bar-Ilan University in Israel. Her work combines several interrelated academic fields from which she draws on her expertise as an educational researcher and her extensive professional experience in science education and teacher education. She developed an innovative method for teaching science called s-MINT (students’ Metacognitive guided Inquiry within asynchronous learning Networked Technology). This method is based on high-order thinking skills for teaching science inquiry in digital learning environments via guidance in self-regulated learning, cooperative learning, and feedback-corrective theories. Many websites have been developed in Israel based on the s-MINT method, for secondary schools and for teacher education. Moreover, she collaborated with various European countries (Spain, Greece, Cyprus) in designing s-MINT-based science curricula and was awarded Third Prize in the E-scola European Competition for Entrepreneurship and Innovation in Education in 2006. Today, she heads the s-MINT program at Bar-Ilan University. Recent publications: Michalsky, T. (2012). Shaping self-regulation in science teachers’ professional growth: inquiry skills. Science Education, 96(6), 1106–1133; and Michalsky, T., & Schechter, C. (2013). Preservice teachers’ self-regulated learning: Integrating learning from problems and learning from successes. Teaching and Teacher Education, 30, 60–73.
  • Bracha Kramarski
    Bar-Ilan University
    E-mail Author
    BRACHA KRAMARSKI is associate professor at Bar-Ilan University's School of Education in Israel. Her work encompasses a number of interrelated academic fields, where she combines expertise as an educational researcher with extensive professional experience in mathematics education and teacher education. She developed the innovative "IMPROVE" method for learning mathematics based on principles of metacognition and self-regulated learning (SRL), a cooperative learning approach, and feedback-corrective theories. Her major fields of research are mathematical education, metacognition and SRL, teachers' professional development, and students' growth in advanced-technology learning environments. Currently, she serves as head of Preservice Teacher Education in Mathematics and also as head of the Project for School Teachers' Professional Development with Technological Pedagogical Content Knowledge (TPCK) at Bar-Ilan University. Recent publications: Kohen, Z., & Kramarski, B. (2012). Developing a TPCK-SRL assessment scheme for conceptually advancing technology in education. Studies in Educational Evaluation, 38, 1–8; and Kramarski, B., & Michalsky, T. (2013). Student and teacher perspectives on IMPROVE self-regulation prompts in web-based learning. In R. Azevedo & V. Aleven, (Eds.), International handbook of metacognition and learning technologies (pp. 35–51). New York, NY: Springer.
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