British Journal of Teacher Education and Pedagogy ISSN: 2755-1482 DOI: 10.32996/bjtep Journal Homepage: www.al-kindipublisher.com/index.php/bjtep BJTEP AL-KINDI CENTER FOR RESEARCH AND DEVELOPMENT Copyright: © 2022 the Author(s). This article is an open access article distributed under the terms and conditions of the Creative Commons Attribution (CC-BY) 4.0 license (https://creativecommons.org/licenses/by/4.0/). Published by Al-Kindi Centre for Research and Development, London, United Kingdom. Page | 45 | RESEARCH ARTICLE Teacher Candidates’ Self-Determined Motivation to Develop and Implement Self- Regulated Learning Practices Charlotte Ann Brenner University of Lethbridge, 4401 University Drive, 324Turcotte Hall, Lethbridge Alberta, T1K 3M4, Canada Corresponding Author: Charlotte Ann Brenner, E-mail: charlotte.brenner@uleth.ca | ABSTRACT Teaching towards self-regulated learning (SRL) is complex and involves the development of skills and sustained motivation. This study examined teacher candidates’ (TCs’) identification of supports and constraints for their self-determined motivation to develop SRL practices. Findings from one case within a qualitative, longitudinal study of four teacher candidates enrolled in a teacher education program (TEP) focused on SRL in Canada are presented. Supports and constraints for this TC’s self-determined motivation in relation to her development and implementation of self-regulated promoting practices are identified and discussed from the perspective of SRL and self-determination theory. The data analyzed included: a questionnaire, interviews, documents, and in-class observations. The finding reveals detailed descriptive codes and categories for SRL and management practices, as well as codes related to TCs’ motivational constraints and affordances for their development of SRL practices. | KEYWORDS Teacher candidates, self-regulated learning, motivation, self-determination theory, teacher education programs | ARTICLE INFORMATION ACCEPTED: 20 October 2022 PUBLISHED: 25 October 2022 DOI: 10.32996/bjtep.2022.1.3.5 1. Introduction Teachers’ implementation of self-regulated learning promoting practices (SRLPPs) fosters students’ development of underlying learning processes (Winne & Perry 2000; Zimmerman 1990; 2008). Implementing SRLPPs is complex and challenging for novice teachers (Brown & Campione, 1994; Perry, Phillips, & Hutchinson, 2006; Whitaker, 2000). TCs require motivational and instrumental support to develop SRLPPs. This article presents one case within a larger study that investigated the experiences of five TCs enrolled in a TEP and within a self-regulated learning (SRL) cohort over the course of 11 months. Through the theoretical lenses of SRL and self-determination theory (SDT), TC’s motivations, development, and implementation of SRLPPs are examined. 2. Self-Regulated Learning Self-regulated learning refers to three underlying learning processes: metacognitive, motivation, and strategic development (Winne & Perry, 2000). When these processes are fostered, learners are better equipped to regulate their behaviour and emotions, thereby allowing them to successfully engage in varied learning tasks and contexts (Greene, 2018; Hadwin Jarvela & Miller, 2011; 2018; Zimmerman, 1990; 2008). Self-regulated learners are persistent, motivated, critical, and creative thinkers and problem solvers who can work and learn independently and collaboratively (Perry, Yee, Mazabel, Lisaingo, & Maatta, 2017). They have a wide range of flexible learning strategies which they can adapt to suit their learning needs and the demands of specific contexts (Perry, 2013; Rohrkemper & Corno, 1988), resulting in higher achievement levels in comparison to their peers (Zimmerman & Schunk, 2011). All learners can improve their capacities for self-regulating, regardless of socioeconomic status (McClelland & Wanless, 2012; Perry et al., 2017) or learning needs (Bishara, 2016; Stoeger, Fleischman, & Obergriesser, 2015; Wong Harris, Graham, and Butler, 2003).