Abstracts - Earli

ScaMo - Studying and scaffolding motivation and self-regulated learning among elementaryschool studentsSanna Järvelä, University of Oulu, FinlandHanna Järvenoja, University of Oulu, FinlandKirsi Juntti, University of Oulu, FinlandMarjaana Veermans, University of Turku, FinlandHeikki Kontturi, University of Oulu, FinlandStudying effectively by self-regulating learning is itself a skill powered by will. Learners applythis skill with varying expertise. Unfortunately too few are experts in self-regulation, butfortunately learners can be taught to study more effectively. Our main argument is that in spite ofstrong understanding of self-regulation in learning – there is still a limited understanding abouthow self-regulation develops in learning context and especially how motivation regulationcontributes to it. This study will investigate the roles and forms of motivation in self-regulatedlearning. Specifically, we will analyze students’ motivation regulation during studying in realcontexts, and examine opportunities to support motivation regulation with a computer-basedregulation tool and by teacher support. The three objectives are: 1) Theory: What is motivation inself-regulated learning and what are the elements of motivation regulation?, 2) Documentation:What is motivation regulation in practise? How do elementary school students regulate theirmotivation as they study in classrooms? And 3) Application: Is it possible to scaffold students’motivational regulation with a computer-based tool that is coordinated with teacher scaffolding ina learning task? A pedagogical framework for applying study computer tools and Learning Kits inScience will be described and the first results of our empirical experiment and intervention amonggrade three elementary school will be reported.Career choice motivations of bedouin teachers enrolled in a special education teacher trainingprogramEfrat Kass, Achva Academic College, IsraelErez Miller, Achva Academic College, IsraelJamil Abuajaj, Achva Academic College, IsraelThe purpose of the present study was to examine the career choice motivations of Bedouinteachers enrolled in a special education teacher training program. Paradoxically, there was agradual increase in the enrolment of veteran Bedouin teachers to the program, despite negativeperceptions and attitudes toward children with special needs which are prevalent in the southernIsraeli Bedouin society. A qualitative method of analysis was selected for this study both becausethis was a pioneering examination of the subject in the southern Israeli Bedouin society, andbecause of the attempt to collect as rich information as possible from the participants. 18 male andfemale teachers were interviewed using semi-structured interviews. The results reveal severalmotivations: Practical, altruistic, personal challenge, social, and career-related. The results of thepresent study could be useful as a resource for developing an instrument for mapping career choicemotivations and for developing a teacher training program that will be tailored to the needs andinterests of this unique group.– 230 –