Hong H. Tran
Current Organizations / Institutes
The organizations/institutes from the scholar's latest article
Research Subjects
Hong H. Tran has a total of 2 co-authors. Here are the top co-authors by number of shared publications:
- Daniel K. Capps
University of Georgia
1 shared publication - Georgia Wood Hodges
Mathematics, Science, and Social Education University of Georgia Athens Georgia USA
1 shared publication
Latest Publications
- 1 January 2023
- Published by American Educational Research Association (AERA)
Professional Learning for Preservice Science Teachers: Shifts in Teachers' Self-Regulated Learning Practice and Questioning Skills (Poster 38)
AERA Online Paper Repository Viewer
- 1 January 2023
- Published by American Educational Research Association (AERA)
Professional Learning for Preservice Science Teachers: Shifts in Teachers' Self-Regulated Learning Practice and Questioning Skills (Poster 38)
AERA Online Paper Repository Viewer
- Open Access
- 13 May 2022
- Published by MDPI AG in Sustainability
- Vol. 14 (10) , 5923
Preservice Science Teachers’ Perspectives on and Practices Related to Self-Regulated Learning after a Brief Learning Opportunity
Teacher education programs are a critical site for preparing teachers’ self-regulated learning (SRL) knowledge and capacity to foster students’ SRL skills. The present study describes preservice science teachers’ (PSTs) perspectives and practices regarding SRL after a brief learning opportunity. The participants were 12 PSTs in a certification program for teaching secondary science. The data came from course assignments, lesson plans, and semi-structured interviews. The findings showed the PSTs appreciated the role of SRL and tried to integrate SRL processes into their science lessons. However, they needed further support to systematically implement SRL processes in classrooms. Findings from this study are relevant for science teacher educators who are interested in improving science teaching because the link between SRL and science teaching is discussed. They may also support teacher educators in making more informed decisions about course design and instruction regarding SRL. Finally, since suggestions for future studies are discussed, this research is relevant for science education researchers who study teachers’ perspectives on and practices related to SRL.
- 13 May 2022
- Published by MDPI AG in Sustainability
- Vol. 14 (10) , 5923
Open AccessPreservice Science Teachers’ Perspectives on and Practices Related to Self-Regulated Learning after a Brief Learning Opportunity
Teacher education programs are a critical site for preparing teachers’ self-regulated learning (SRL) knowledge and capacity to foster students’ SRL skills. The present study describes preservice science teachers’ (PSTs) perspectives and practices regarding SRL after a brief learning opportunity. The participants were 12 PSTs in a certification program for teaching secondary science. The data came from course assignments, lesson plans, and semi-structured interviews. The findings showed the PSTs appreciated the role of SRL and tried to integrate SRL processes into their science lessons. However, they needed further support to systematically implement SRL processes in classrooms. Findings from this study are relevant for science teacher educators who are interested in improving science teaching because the link between SRL and science teaching is discussed. They may also support teacher educators in making more informed decisions about course design and instruction regarding SRL. Finally, since suggestions for future studies are discussed, this research is relevant for science education researchers who study teachers’ perspectives on and practices related to SRL.