Abstracts - Earli

effect an individuals’ perceived role within the social structure of the context has on participationand mediate the socio-cultural activity accordingly to afford the likelihood that students willbecome legitimate members of the community to which they aspire to belong.Enhancing srl in a tertiary level module: the role of instructional discourse and cultural modelsabout learner identitiesStefanie Chye, Republic Polytechnic, SingaporeRichard Walker, University of Sydney, AustraliaThe capacity for SRL is presently recognized as a necessary and inherent goal of continual lifelongeducation. This makes SRL development an educational imperative. Beyond the generalrecognition that SRL can and should be explicitly taught, how formal SRL instruction should bestbe implemented is less clear. This study attempts to shed light on the issue by examining how SRLdevelopment may be supported or constrained in a tertiary level, pre-service teacher educationSRL instructional module, as it occurred. It is assumed that an understanding of these processeswould contribute to an improvement in pedagogical practices. To achieve these aims, asociocultural perspective is employed as the overarching theoretical framework. In line with thesociocultural orientation, the study focuses specifically on the monologic and dialogic forms ofinstructional discourse employed and the cultural models about SRL that are produced. Aninterpretive analysis of how the cultural models about learner identities constructed during SRLinstruction may act to facilitate or assuage the development of self-regulation is offered. Thisdiscussion draws upon postmodern and sociocultural accounts of identity and power and considersthem in relation to SRL development and the goals of SRL instruction. Overall, the findingssuggest that the cultural models about learner identities constructed through monologic anddialogic SRL instruction can both act to support and undermine SRL development. While themonologic stance may be necessary, it is insufficient to bring about SRL development. DialogicSRL instruction presents its own difficulties. But it appears to be more in keeping with the goals ofSRL instruction and self-regulatory processes. This suggests that dialogic SRL instruction mayneed to be accorded a more central role.A sociocultural view of self-regulatory reflective practice in teacher education: Resistance anddis-identificationMichael Middleton, University of New Hampshire, USAEleanor Abrams, University of New Hampshire, USAJayson Seaman, University of New Hampshire, USAMany teacher education programs emphasize self-reflective practice; however, teacher educatorsoften wonder why some teaching interns participate in self-reflective practice whereas others donot. Self-reflective practice can be viewed from a social cognitive perspective as a form of selfregulation,but these perspectives have been criticized for making a dichotomy between the learnerand the context. This study uses the sociocultural concepts of dis-identification and resistance tohelp understand new teachers’ engagement in self-reflective practice. Case studies of two studentteaching interns were created using interviews, classroom observations, and journal entries. Thosecase studies were analyzed from the perspectives of resistance and dis-identification to understandthe experiences of the two novice teachers who showed very different engagement in selfreflectivepractice. In the final paper, the two case studies will be presented with elaboratedevidence of resistance and dis-identification. Implications for theories of motivation and selfregulationand for teacher education programs are discussed.– 784 –