SELF-REGULATED LEARNING STRATEGIES OF PRESCHOOL AND EARLY EDUCATION PRE-SERVICE TEACHERS
SELF-REGULATED LEARNING STRATEGIES OF PRESCHOOL AND EARLY EDUCATION PRE-SERVICE TEACHERS

Summary/Abstract: Introduction: The basis of professional development is the ability to manage one's own learning process. Therefore, it is so important for future teachers to develop this skill during their studies so that they can achieve professional success and pass on knowledge in this area to their students. Research Aim: The aim of this research is to determine what strategies regulating the learning process are used by pre-service teachers – to improve their academic achievement. Research Method: The research is qualitative. The questionnaire was created on the basis of Oxford's typology of learning strategies, the concept of self-directed learning by Paris and Paris, Ledzińska and Zimmerman's description of self-regulated learning strategies. Results: The analysis of the obtained results allows to determine the existence of four types of self-regulated learning strategies among preschool and early education pre-service teachers. Students mainly use organizational and supervising strategies. Students have the least experience in applying social strategies for learning together and affective strategies to cope with stress. Conclusion: There is a great need to educate students how to use and develop self-regulated learning strategies that can be transmitted to learners. It is especially important to pay more attention to social and affective strategies during pedagogical studies, as they are weakly-developed, but crucial to cope with stress and develop the ability to work in a group during pedagogical studies.

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