This quasi-experimental study of self-regulated learning (SRL) in the context of primary teacher education emerged from the importance attributed to SRL for developing student teachers’ active and conscious learning. Contrary to earlier studies that focused on SRL within the initial teacher training, in this study we sought for the impact of increased SRL opportunities on student teachers’ motivation for learning in their workplace which is an important part of their educational program. The study focused on the way in which SRL opportunities for student teachers can be shaped in the workplace (research question one), the differences in perceived SRL opportunities between the experimental and the control condition (research question two) and the differences in motivation for learning between the experimental and the control condition (research question three). In answer to research question one, the earlier findings of SRL within the initial teacher program were combined with the insights and experiences of the stakeholders in practice. This resulted in a SRL approach for the workplace that was applied during one academic year by 12 primary teacher educators in cooperation with 45 primary teachers of 45 training schools. In answer to research question two, the training appeared effective because student teachers in training schools (N = 80) experienced more SRL opportunities than student teachers in the non-training schools (N = 51). In answer to research question three, student teachers in training schools demonstrated more motivational expectancy (i.e. control belief and self-efficacy for learning) compared with student teachers in non-training schools. This was in line with previous findings within initial teacher training. The importance of a gradual transition from teacher control to student control appeared vital.

小学教师教育背景下的这种自我调节式学习（SRL）的准实验研究源于SRL对发展学生教师的主动和自觉学习的重要性。与早期在教师培训中侧重于SRL的研究相反，在这项研究中，我们寻求增加SRL机会对学生教师在工作场所学习的动机的影响，这是其教育计划的重要组成部分。这项研究的重点是如何在工作场所塑造学生教师的SRL机会（研究问题一），实验条件和控制条件之间的感知SRL机会的差异（研究问题二）以及实验条件和控制条件之间的学习动机的差异（研究问题三）。为了回答研究问题一，在最初的教师计划中，SRL的较早发现与实践中利益相关者的见解和经验相结合。这导致了针对工作场所的SRL方法，在12个学年中，由12名小学教师教育者与45个培训学校的45名小学教师合作实施。在回答第二个研究问题时，培训显得有效，因为培训学校（N = 80）的学生教师比非培训学校（N = 51）的学生教师有更多的SRL机会。在回答研究问题三时，与非训练学校的学生教师相比，训练学校的学生教师表现出更大的动机期望（即控制信念和学习自我效能）。这与最初的教师培训中的先前发现是一致的。从教师控制到学生控制的逐步过渡的重要性显得至关重要。