Exploring Self-Regulated Learning in Teacher Education: A Bibliometric Analysis and Systematic Literature Review
Abstract
This study reviews research published in the SCOPUS database between 2005 and 2023 on the significance of Self-Regulated Learning (SRL) in Teacher Education (TE) and strategies for its enhancement. In the first phase, a quantitative bibliometric analysis was conducted to identify influential authors, contributing countries, and the co-occurrence of author keywords. The second phase followed a systematic literature review, applying inclusion and exclusion criteria to the documents exported from the SCOPUS database. After data extraction, the initial sample was further examined to identify experimental studies, resulting in nine studies selected for the final review. The findings highlight the effectiveness of various interventions by analysing specific components of SRL that proved beneficial for prospective teachers, the learning environments created, and the strategies developed to enhance SRL practices. Results indicate that teacher education students emphasized self-efficacy beliefs and the effectiveness of collaborative learning through motivation and metacognition. The study concludes with suggestions for future research and practical applications.
