How Student Teachers Regulate their Microteachings: The Dynamics of Student Teachers’ Self-Regulated Strategic Processes

Kaygısız S. , Özmen K. S.

Journal on English Language Teaching, cilt.11, sa.1, ss.13-27, 2021 (Diğer Kurumların Hakemli Dergileri)

  • Yayın Türü: Makale / Tam Makale
  • Cilt numarası: 11 Konu: 1
  • Basım Tarihi: 2021
  • Dergi Adı: Journal on English Language Teaching
  • Sayfa Sayıları: ss.13-27


The present study aims to unveil what kinds of self-regulated strategic processes student teachers go through before, during, and after their micro-teachings. To this end, the study was carried out with six third-grade student teachers enrolled in an English Language Teaching Programme at a state university in Ankara, Turkey. Data were collected adopting a qualitative approach via two different sets of interview sessions, observations, and reflective journals, and were content analyzed. The ensuing findings revealed such self-regulated strategic processes as motivational, personal, metacognitive, behavioral, emotional, and social engaged by student teachers throughout their micro-teaching stages. Based on the findings, the implications were provided for second language teacher education programmes as well as suggestions for further research.