Chapter 19: A Self-Study on Promoting Self-Regulated Learning using Technology during Remote Instruction

In response to the COVID-19 pandemic, teacher candidates were challenged to adopt new technologies and to adjust to the unique demands of online learning as well as to the social and emotional difficulties of navigating a dangerous pandemic. For teacher educators, this also necessitated a redesign of instruction, curriculum, and assessment to best suit the new needs of their learners. In this chapter, three teacher educators shared the findings of self-study research when they taught undergraduate educational psychology courses in a teacher preparation program at a college in the United States. Changes to the courses described in this chapter include adjustments to self-regulatory processes, such as social and emotional learning, self-efficacy, and academic delay of gratification. It also describes pedagogical approaches, including technology implementation, lesson implementations, validity and reliability of assessment, and feedback. These adjustments enhanced the three teacher educators’ successful development of self-regulated learning skills and supported teacher candidates’ academic success in the transition to learning during a pandemic. Three themes derived from their self-study: (a) the importance of teacher educators in promoting social and emotional learning, delay of gratification, and self-regulated learning, (b) the importance of utilizing established pedagogical approaches, particularly during crises, and (c) the importance of being reflective and overcoming challenges as teacher educators during difficult situations in teacher education programs.