Conference Agenda

Theoretical literature (Beauchamp, & Thomas, (2010), Pelini (2017), Danielewicz, (2001), Vermunt et al (2017), Schultz, & Ravitch, (2013), Maaranen, & Stenberg, (2017), Beijaard et al (2000), Beijaard et al (2004), Curry et al., (2016), Crosswell & Beutel (2017), Cuadra, & Castro-Carrasco, & Oyanadel, & González, & Živković, & Sandoval-Díaz, & Perez-Zapata, (2023), Beijard (2019) reveals that there are various concepts of identity and professional identity, but it is evident that teachers with a stronger teacher identity are more successful in the education system and less likely to drop out of the system, it is also evident that the most intensive professional identity formation occurs during the years of study, which can be called the most intensive years of becoming a teacher.

The Lithuanian education system faces various issues, such as the shortage of teaching staff and low teacher status in society, the attraction of the best candidates to the teaching profession, etc. Despite this, young people still choose to become teachers. This research explores the experiences of pre-service Lithuanian teachers. The research sought to answer the question 'What is the lived experience of becoming a teacher?’. Since the problem question highlights a concern with the experience of becoming a teacher and the focus is on the personal experience and seeking meaning in this experience, the study adopts the method of Interpretative Phenomenological Analysis (hereafter abbreviated as IPA), which is considered to be one of the most appropriate methods for this type of research question, thus allowing to go in more depth on the experience of the participant. The research aims to shed light on the experience of becoming a teacher and its characteristic features as they appear in the minds of the research participants. The analysis seeks to describe the results in a way that makes them understandable to the reader as a meaningful named reality. Although IPA belongs to a type of phenomenological research, it has some distinctive features that distinguish it from other phenomenological approaches (Peoples, 2021; Smith, Flowers, & Larkin, 2009, 2022).

Over the last few decades, the term intelligence has broadened in meaning. It has shifted from a more traditional perspective to one that also takes emotions into account. In this regard, some studies focus precisely on individual differences in how people process, analyse and show their emotions (Salguero et al., 2010).

Thus, there is a growing concern for emotional intelligence in different contexts. As Santos Rego and Lorenzo (2000, p. 227) point out "emotional intelligence is a different way of being intelligent". Nelis et al. (2009) also suggest that it can influence the level of success that a person can achieve in life.

People with emotional intelligence are able to respond to stressful situations in a more flexible way, preventing the associated negative emotions or, if they are present, focusing them from a positive perspective (Ortega , 2010). In this sense, the development of emotional intelligence will make it possible to promote people's well-being by being able to optimise their lives and vital circumstances and events (Cruz et al., 2017).

Therefore, these emotional competencies, that allow us to recognise and manage our own and other people's emotions, are a key element in higher education, especially in Education Sciences degrees. According to Extremera and Fernández-Berrocal (2004) and Cabello et al. (2010), the development of these competencies will enable students to cope with work-related stress in the future and to learn to recognise and respond more appropriately to the emotional needs of the population they work with.

Furthermore, the role of these professionals will be fundamental in the development of socioemotional competences of the group they will attend. In this sense, it should not be forgotten that they can function as facilitators of learning motivation and contribute to students' academic performance and educational success (Durlak et al., 2011; García-Martínez et al., 2023).

Knowing the emotional competences of Education Sciences students allows us to analyse their training needs and offer perspectives for improvement for this group and others with similar characteristics. Therefore, the main objective of this work is to analyse the type of emotional intelligence of Education Sciences students in a Spanish university. This information will allow us to draw up competence profiles in relation to the students' ability to attend to, understand and regulate emotions. In this way, it will be possible to offer training proposals in order to respond to the perceived deficiencies or to strengthen those competencies that are less developed and that are also considered essential for the professional career of these students.

This work is part of a doctoral thesis which has been supported by the Government of Spain through a pre-doctoral contract for “University Professor Training (FPU18/01858)”.

The professional development of university faculty is a critical aspect of ensuring the quality of teaching, research, and contribution to the academic community (Biggs, 2005). Most universities offer pedagogical training programs to ensure that higher education responds effectively to the needs of students and society, as well as to improve the quality of teaching and contribute to the formation of individuals capable of facing learning challenges in an autonomous and reflective manner (Boud & Hager, 2012).

In this context, the Institute of Educational Sciences (ICE) of the Universitat Politècnica de València (UPV) has been developing the Expert Diploma in University Pedagogy (DEXPU) for more than two decades, in which more than 600 teachers from different areas of knowledge have participated throughout its editions. Its aim is to develop the necessary competencies to implement quality teaching, where the students and their education are at the center, using various strategies and training tools to face contemporary educational challenges(Paricio, J.; Fernández A.; Fernández I.; 2019).

The program focuses its attention on the professional experience of each teacher, on their analysis and evaluation, in order to later confront them with others and thus obtain ideas and sensations that can serve as a model for the general public (Paricio, J.; Fernández A.; Fernández I.; 2019). This approach highlights the uniqueness of each participant's experience, resulting in personalized learning objectives, where support from peers, tutors, and trainers is crucial (Zeichner & Liston, 2013).

The importance of this training is undeniable in the current educational context. As universities face changing challenges and diversity in their communities, the faculty's ability to provide quality education has become more critical than ever. Constant technological evolution, the demands of a diverse student group, and varying expectations for higher education quality underscore the importance of faculty acquiring and refining solid pedagogical skills.

Facilitating professional development not only benefits the teacher, but also has a direct impact on the student learning experience (Pintrich, 2004). Pedagogically well-prepared teachers are better able to adapt to different learning styles, encourage active participation in the learning process, and develop the ability to adapt to the needs of students (Pintrich, 2004). Teachers who are better prepared pedagogically are better able to adapt to diverse learning styles, encourage active participation and provide meaningful feedback.

Furthermore, the competence of "learning to learn" becomes central in this context, referring to a person's ability to acquire, process, organise and apply knowledge effectively and autonomously (Yániz; Villardón-Gallego, 2015). This competence is essential in an ever-changing educational and professional environment. Thus, faculty, by developing pedagogical skills, empower students to become independent and adaptable learners (Deakin; Stringher; and Ren, 2014), preparing them to face changing challenges in their future careers (Panadero, 2017).

Therefore, our research question focuses on how the professional development of university faculty influences their ability to effectively promote the acquisition of the "Learning to Learn" Competence (AaA) among their students.

In this paper, we present the results of the self-assessment guide, developed by our research team and carried out by the participants of the last edition of the DEXPU. The self-assessment guide focuses on the analysis of their teaching task, evaluating key aspects influencing their professional work. It is a personal tool that facilitates faculty reflection on their teaching performance and encourages self-management of adjustments and/or changes they deem appropriate. The guide consists of eight dimensions defining a good teacher according to research standards (Paricio, J.; Fernández A.; Fernández I.; 2019).

Newly qualified teachers (NQTs) face challenges and need support in their first years in the profession (Caspersen & Raaen, 2014). However, the quality of support they receive in schools varies greatly (Jacobsen & Gunnulfsen, 2023), and they may be unsure of the relevance of their teacher education in practice (Jakhelln, Eklund, Aspfors, Bjørndal, & Stølen, 2019). Although NQTs need support, they also bring updated knowledge to schools and can contribute to colleagues' exploratory dialogues and innovative thinking, as resources in their professional communities (Jakhelln, 2011; Kvam, Roness, Ulvik, & Helleve, 2023).

Mentoring programs for NQTs can provide support for individuals and contribute to professional development in the school's professional community (Jakhelln, 2011). Governing documents emphasize that support for NQTs should be integrated with other professional community activities and school-based development work (Jacobsen, Jensen, & Lejonberg, 2023). A review study suggests that learning and professional development for teachers should be seen as a continuous process involving formal and informal structures (Tynjälä & Heikkinen, 2011). Therefore, it is important to examine how structures for mentoring NQTs can promote the resources developed in teacher education. This study investigates the use of tools to promote mentoring that recognizes NQTs as resources in the professional community. The tools are understood based on three dimensions: discursive, material, and relational (Kemmis et al., 2014).The research question is: How can mentoring be shaped by tools developed to promote NQTs as resources in the professional community? To answer this question, we consider the competence of NQTs in the teaching and mentoring arenas, and how mentoring can contribute to the professional community. Primary data includes videos of one-on-one mentoring and group mentoring, with follow-up interviews and group discussions with mentors as secondary data.

Theory

In this contribution, mentoring using tools is understood based on the Theory of Practice Architecture (TPA) (Kemmis et al., 2014). The practices examined in this contribution are understood as social phenomena where the dicursive, the material, and the relational aspects constitute three dimensions in which practice unfolds. The tools investigated here are understood as architectures that surround and have the potential to hinder and promote practice. What we examine is what characterizes the discourse, actions, and how the actors relate to each other, when they interact in mentoring using tools. In the discursive dimension, the focus is on the participants' language and thinking, as hindered and promoted by the tools. In the material dimension, the focus is on what participants do, as hindered and promoted by the tools. In the relational dimension, the focus is on how relations are hindered and promoted by the tools.

The tools

The tools, understood in light of presented theoretical framework, can inhibit and promote practices related to discourse, action, and relationships. As discursive arrangements, the tools suggest questions and formulations for mentoring, shaping speaking and thinking. Previous research shows that the tools' theoretical concepts and proposed formulations are utilized in mentoring (Hunskaar & Gudmundsdottir, 2023; Nesje & Lejonberg, 2022). The tools include guides with relevant questions to promote reflection on the mentee's competence and its application in the professional community. For example, "What was your master's thesis about?" and "How can the school benefit from your expertise in this field?” The tools also encourage appropriate actions, providing structures for interaction and mentoring sequences. As relational arrangements, the tools offer equal access to mentors and mentees, empowering mentees to take ownership and initiative in mentoring.

Subject to global pressures since the fall of communism in December 1990, efforts to modernise and improve Albania’s education system through policy initiatives have produced little, if any, change (Maghnouj et al., 2020; UNESCO, 2017). Attempts to address the conspicuous gap between policy and practice have focused on reforming initial teacher education (ITE) (European Commission, 2015; European Union, 2007, Mita et al. 2023) but the effects are yet to filter through to in-school classroom practice. Extant studies demonstrate that, Albanian pre-certified teachers (who have completed a two-year Professional Master of Teaching program) fail to demonstrate government-mandated learner-centred practices during their three-month internships. Instead, they tend to replicate what they experienced in their own schooling and much of their teacher training; namely, direct textbook instruction (Zaçellari, 2019). What is clear, after decades of Albanian educational reform, is that applying policy without adequate support and training hampers teachers’ capacities to develop and flourish in the classroom.

If improvements to quality are to be addressed and achieved, quality needs to be understood and operationalised. Taking such reform to scale requires a solid conceptualisation of what constitutes quality teaching, without which teachers will not have the capacity to understand when they have indeed achieved it (City et al., 2009). This is where the Quality Teaching (QT) Model, developed in Australia, has potential value (State of NSW, Department of Education, 2020). As a longstanding framework on quality teaching, backed by rigorous research showing positive effects on teachers and students when used as an instrument for coding lessons, the QT Model provides a solid foundation for building quality practice in Albania, based on clear concepts and a common language with which to talk about quality teaching.

This poster outlines a first of its kind analysis of Albanian teacher education carried out as part of a larger PhD project whereby Albanian pre-service teachers were introduced to the QT Model and coding process in an attempt to build their capacity for quality teaching.

Taking an existing model from one educational context and simply implementing it in a vastly different setting is not recommended. Indeed, doing so with little regard to context is unwise and potentially damaging. Therefore, as a first step in determining the potential suitability and likely benefit of utilising the QT Model in future Albanian teacher education, I investigated the alignment between the Albanian ITE curriculum of three universities and the QT Model. My contention was that demonstrated alignment would increase the Albanian Ministry of Education’s confidence in the value of the Model for improving quality teaching and would identify where the greatest improvements to teaching might be anticipated as newly trained teachers engage with the Model.

To investigate how Albanian ITE potentially relates to the QT Model, the following two research questions were employed in undertaking a curriculum analysis:

1. Which QT elements, if any, are evident within the written curricula for the pedagogical subjects taught at three Albanian ITE institutions?

2. How does the enacted ITE curriculum align with the written curriculum and with the QT Model?

The international dialogue on sustainability and Agenda2030 has grown globally in response to societal changes. Humanity is responsible for protecting the planet while creating equitable societies for prosperity. The United Nations published the 17 Sustainable Development Goals (SDGs) to be reached by 2030 for transformation (United Nations, 2015) and Sustainable Development Goal 4 (SDG4) on quality education is critical to achieving sustainability transformation (UNESCO, 2021). The Teach4Reach international project (OeAD-funded from 2021 until 2023) hosted four online webinars based on SDGs 3 (good health and well-being), 4 (quality education), 5 (gender equality) and 10 (reduced inequalities). During these webinars, presentations and panel discussions took place based on teacher education and the role thereof in supporting Agenda2030. The webinars included stakeholders worldwide, including pre-and in-service teachers, experts, and policy-makers familiar with Agenda2030 since they can support change (OECD, 2019; United Nations, 2022). During the SDG4 webinar, discussions took place in breakout rooms regarding teacher education and SDG4, from which the study aimed to identify stakeholders' perspectives on the fourth SDG, quality education. This SDG, which focuses on reaching quality education worldwide, is essential since it can transform unsustainable tendencies (De la Sienra, 2020). Focusing on quality education can support us in developing societies with citizens who are more aware and responsible, which can support transformation for society’s betterment (Kumar, 2020). Therefore, this study was based on SDG4 targets 4c and 4.7, supporting the increase of qualified teachers through teacher education and the required knowledge and skills for sustainable societies (United Nations, 2015). Investigating the quality education concept was essential since it involves a holistic approach to learning that focuses on skills and competency development (including critical thinking, problem-solving, communication, collaboration, and creativity) and not only academic achievement (Adams, 1993; UNICEF, 2000). Livingston (2023) believes that international comparisons of educational systems and the resulting measurability and standardisation often reduce the concept. When directly analysing SDG4 and its targets as they appear in Agenda2030, it is found that quality education should be globally accessible and inclusive, providing students with the necessary knowledge, skills, and attitudes essential for building a sustainable future (United Nations, 2015). Madalińska-Michalak et al. (2023) argue that education's purpose and significance in one´s context should inform one's view of quality education in our rapidly changing world. This idea of not having one definition for this concept and instead gaining different perspectives on the concept of quality education led us to ask the following questions that guided the analysis: (1) What are educational stakeholders’ perspectives on SDG4 (quality education), and (2) How can we imagine education that promotes transformation towards a sustainable future? Education is crucial for achieving sustainability (UNESCO, 2017; United Nations, 2018; Ferrer-Estévez and Chalmeta, 2021), and a diverse discussion on quality education was therefore needed (Livingston, 2023).

With rapid technological development, learning improvement is one of the concerns in the field of education. Looking for appropriate teaching and learning approaches, methods that are effective for different types of learners, as it is impossible to find one unique method that is best for everyone (Han & Rokenes, 2020). Safapour, Kermanshachi, & Taneja (2019) studied various teaching methods and concluded that, alongside methods such as gamification, case studies, etc., the flipped classroom method is one of the most commonly studied.

The authors (Anderson et al., 2017; Koo et al., 2016) mention that learners who were taught using the flipped classroom teaching method showed a significant improvement in performance. This approach provides flexibility for both learners and teachers (Bergmann & Sams, 2012), increases motivation (Bhagat, Chang, & Chang, 2016; Sengel, 2016), engagement and active learning" (Steen-Utheim & Foldnes, 2018), creates time flexibility (Fraga & Harmon, 2014), satisfaction with one's own creative ability (García-Sánchez & Santos-Espino, 2017), and a greater understanding of one's learning (Kurt, 2017; Jeong et al, 2018), fostering independent learning, innovation, flexibility, critical thinking (Ng, 2018; Ma, 2023), and positive emotions (Jeong, et al., 2019). However, research also highlights barriers to such learning, such as time management and confusion issues (Fraga & Harmon, 2014), negative emotions (worry, nervousness) (Jeong et al., 2018).

The flipped classroom is a fairly widely used method in the higher education environment, and for these reasons it is essential that pre-service teachers receive theoretical and practical training in this methodology, i.e. experience the strengths and issues of this approach for themselves.

Particularly relevant in the digital age is the context of social media being integrated into teaching and learning processes (Burbules, 2016) (where teaching is based on or enriched by social media). Learning that takes place in such contexts can provide multiple learning contexts for learners and teachers, develop independent learning and facilitate collaboration between learners and teachers (Xie and Derakhshan, 2021), which can be facilitated by using flipped classroom.

As Han and Rokenes (2020) argue, research on the flipped classroom approach is rarely related to the training of pre-service teachers.

Research questions: What are the main d benefits of using flipped classroom approach? What are the differences between a flipped classroom and a traditional lecture?

The purpose of the study is to reveal the learning experiences of preschool teachers using the flipped classroom method in the context of social media literacy.

Contemporary educational paradigms emphasise the importance of student-centred learning experiences, especially in higher education. The debate surrounding grading and its impact on learning outcomes has been fuelled by the limitations of traditional grading methods (see Cain et al., 2022 for a recent review) and the emergence of various alternative grading systems, such as ungrading (Spurlock, 2023), student-created rubrics (Kilgour et al., 2020), portfolios (Froehlich et al., 2022) and other approaches (Newton et al., 2020; Reck, 2022).

In modern educational paradigms, such as digitally-enhanced service-learning experiences (Froehlich, 2018; Froehlich et al., 2023) or challenge-based learning (Van Den Beemt et al., 2023), traditional grading metrics often do not align with the experiential nature of these approaches, as they rely on quantifiable assessments rather than qualitative growth and community impact.

As service-learning and challenge-based learning are widely used approaches in higher education (Gallagher & Savage, 2023; Salam et al., 2019; Sotelino-Losada et al., 2021), it is necessary to consider appropriate grading systems for these approaches. This poster presentation introduces contract grading as a solution to capture the progress and unique contributions of each student in this dynamic learning environment.

One of the priorities of the education policy is the psychosocial well-being of pre-primary and primary school-age children. Preschool teachers have a special role to play in ensuring children’s psychosocial well-being. Research conducted in Lithuania (Teachers’ Professional Development: Analysis of Progress Data for Lithuanian General Education Schools, 2021, Report on the Study of General and Didactic Competences of Lithuanian General Education School Teachers, 2017) and abroad (Ibda, et al., 2023; Carmen, et al., 2022) shows that teachers are mostly developing their subject-specific competencies, yet they emphasize the importance of psychosocial competencies. According to Sabaliauskas (2018), subject-specific and general competencies have synergies and must go together, as it is not only about what to teach, but also how to teach. Strengthening teachers’ empowerment and social and emotional competencies is essential and, together with teachers’ subject-specific competencies, can help ensure high-quality education.

Preschool teachers in Lithuania and around the world face many challenges in their work. They are at a high risk of professional burnout, which is particularly relevant in today’s context. High levels of occupational stress arise from the demands of the working environment on teachers, such as dealing with the effects of the Covid-19 pandemic in the areas of children’s academic achievements and social and emotional difficulties, the expansion of teachers’ responsibilities and the areas of required competencies, etc. A meta-analysis of many longitudinal studies on the determinants of professional burnout among preschool teachers (Mijakoski et al., 2022) has shown that disruptions to lessons due to schoolchildren’s behavior and social-emotional difficulties are among the main factors that increase teachers’ risk of professional burnout. The data obtained in Lithuania are in line with global trends: even among preschool teachers, professional burnout is linked to emotional and psychological difficulties expressed by children (Murauskienė, 2023). Unfortunately, research on the needs of preschool teachers at work and the enhancement of their psychological well-being has not yet received sufficient attention.

The changed roles of pre-school educators require ever higher qualifications and new competencies. In Lithuania, there is a lack of research that would reveal what competencies of a pre-school educator are important in order to ensure the successful education of children with emotional and behavioral disorders.

The aim of the research was to reveal pre-school teachers’ attitude towards competencies needed to ensure the successful education of children with emotional and behavioral disorders.

Introduction

The educational content in primary schools is constantly evolving in an effort to respond to the current needs of the modern world. Changes are now taking place in many countries as the curricula are being revamped to be closer to the technological developments. In the Czech Republic, computer science is newly implemented as a compulsory subject from the 4th year of primary school (ISCED 1). The new curriculum includes, among other things, the principles of the Internet’s functioning. The topic of the principles of the functioning of the Internet is very important, because the knowledge of it might facilitate the teaching of Internet safety. Little is known about how prepared primary school teachers are for the new curriculum content , nor what teachers' attitudes towards the new curriculum content are. Teachers are trained for the new curriculum through development courses. In order to prepare a quality course, it is important to first identify the preconceptions of the teachers and ideally their attitudes towards the new educational content.

Project aims and research questions

Our research project has two parts. The first part aims to answer the following research questions:

1. What preconceptions novice primary school teachers have about the functioning of the Internet?
2. What attitudes towards this topic novice primary school teachers possess?

In the second part of the project, the aim is to design and realise a university course for primary school pre-service teachers on teaching the principles of the Internet. The course will be developed based on the results of the first phase and conducted using the Learning Study method. It will be transferable and scalable to non-Czech contexts. The results of the first part and the preliminary results of the second part will be available at the ECER conference.

Conceptual and theoretical framework

It is widely accepted that people build new knowledge in the context of an old one [e.g. 5]. Children have a priori knowledge acquired out of school before formal learning begins. This knowledge is often called preconception, as we will term it in our work. This project stems from the work of A. diSessa, who posits that preconceptions are fragmented and often mutually contradictory mental representations („Knowledge in pieces”), not coherent mental models. This idea is supported by the findings of many research studies, often for example in mathematics and science [5] .

Since the principles of the Internet in Czech primary schools (and also in other countries around the world) are a new topic, we decided to investigate not only the preconceptions but also teachers' attitudes towards teaching this topic. In this project, attitude is understood as an individual's evaluative relationship to a specific reality, and also as one of the factors that can affect the quality of teaching or the quality of implementation of new topics into education [8].

The findings on preconceptions and attitudes will be followed up by the development of a course for of primary school pre-service teachers. It is especially important to know the preconceptions, because they may complicate formal learning [6] . The course uses the Learning Study method, which is based on the teachers' collaboration (with the facilitation of a teacher-researcher) in planning their own teaching lessons. Their lessons are realized in the course and then reflected upon, identifying the main problems and areas of risk, improving them and thereby increasing the teachers' competences.

The project focuses on novice teachers (pre-service teachers and in-service teachers with less than 3 years of practice). We focus on preconceptions of more experienced in-service teachers in a different project (not yet published).

Abstract:

This research aims to investigate the impact of incorporating "Choice Boards" in the study of biological and chemical processes on students' learning activity self-regulation skills. The study seeks to explore diverse ways in which the implementation of Choice Boards influences students' ability to regulate their learning activities and engagement in the context of complex scientific subjects. Through a comprehensive examination of student outcomes and perceptions, the research aims to provide insights into effective pedagogical strategies for fostering self-regulated learning in the fields of biology and chemistry. The findings from this study could contribute valuable information for educators seeking to optimize instructional methods and enhance students' autonomy in the learning process.

Introduction

The Institute for the Future (IFTF) [1], a California-based social forecasting organisation, has released a list of 10 professional skills that are scientifically grounded and appropriate for a 21st-century individual. The capacity for projective thinking, which includes setting objectives and organising the steps necessary to reach them while considering the unique circumstances of each situation, ranks first on this list. It also includes selecting the best way to accomplish each task and allocating all available resources, including efficient time management. Stated differently, a young person in the present era needs to learn how to autonomously plan and manage his own activities. It is the responsibility of the school to help students acquire the capacity to self-regulate learning activities based on the content of all disciplines, including biology and chemistry. Thus, it appears that a pertinent and significant issue is the development of students' self-regulation of educational activity during the teaching of chemistry and biology, based on their psychological features and the creation of an appropriate technique.

Adolescence, which spans from 14 to 17 years old and corresponds with the time spent studying biology and chemistry in school, is a critical stage for the development of self-control. Students acquire ideals and views throughout this period, as well as attitudes towards others, themselves, and society at large. Adolescence also brings with it the demand for independence, which entails taking personal responsibility, creating one's own standards and evaluations, or accepting others as best in particular circumstances. During adolescence, the development of self-regulation of activities facilitates increased independence. Adolescents acquire motivation for accomplishment, goal-setting, and teamwork; they are more prepared for a wider range of collaborative tasks. American social psychologists reached an intriguing conclusion [2]: they believed that contemporary teens are acquiring the following self-regulation skills: perseverance in finishing difficult, extended projects; problem-solving skills to reach a particular goal; self-monitoring while pursuing the goal; and behavior management based on future objectives.

Researchers from all around the world have been very interested in the issue of schoolchildren's and students' self-regulation of their educational activities over the past 25 years. The ability to effectively monitor and regulate one's own learning through the use of a variety of cognitive, metacognitive, and behavioural strategies, such as maintaining volitional effort, managing resources, organising and processing information, and self-testing, is accepted in foreign psychological and pedagogical practice [3]. In Western pedagogy, the terms "self-regulation of educational activity" and "self-regulated learning" first surfaced in the 1980s. The primary expert in the field of study on schoolchildren's self-regulation of their educational activities abroad is B. J. Zimmerman [3] of New York University (USA). This researcher has been publishing psychological and pedagogical resources since 1989 that focus on how students regulate their own learning, how to assess and develop it, and how it relates to learning achievement. P.H. Winn [4], S.G. Paris [5] examined the nature, composition, and aspects of self-regulation as well as its function in learning processes.