Self- and co-regulation are central elements in skillful student-teacher learning. Studies have confirmed the interrelation between positive academic emotions and student engagement in self-regulated learning. There are also indicators of student-teachers experiencing co-regulative learning activities as highly significant. Yet, we know…

Do novice teachers effectively use teaching strategies they learn in a preservice course? This study examines how five novice intermediate (Grades 7-10) English language arts teachers implemented reader response journals, an instructional activity they learned about in their preservice English methods course. During interviews, they shared the…

A reflective approach to inservice teacher education for English language teachers is discussed. In it, teachers look closely at what they are doing during instruction, how and why, and the context. The approach is contrasted with traditional experiential teacher training, which regards teaching as transfer of information and learning as…