Pre‐Service English Teachers’ Reported Roles and Practices in Promoting Self‐Regulated Learning During the K‐12 Practicum
This study examines pre‐service English teachers' reported roles and practices in promoting self‐regulated learning (SRL) in K–12 classroom contexts during their practicum, as well as the challenges they encounter. Adopting a multidimensional view of SRL encompassing cognitive, metacognitive, motivational, and behavi...