22 SES 12 A, Teaching, Learning and Assessment in Higher Education
Previous studies on help seeking have identified several factors, which enhance or prevent students’ help seeking in classrooms. Among personal factors (prior knowledge, personal goals and achievement level), social and emotional factors play an important role in help seeking, too, because the help seeker has to approach another person in order to receive help (Karabenick & Newman, 2009; Ryan & Shin, 2011). In classrooms a teacher is regarded as the first and the most valuable help source. However, we know that students prefer using various help sources than a teacher (e.g., Mäkitalo-Siegl et al., 2011) and that some students prefer asking help from some teachers rather than from the others. Recent studies indicate that a teacher’s attitudes and behavior can influence students’ help seeking (e.g., Butler & Shibaz, 2008). There is also empirical evidence, that students’ help-seeking behavior can be influenced by guidance and instructions (Mäkitalo-Siegl et al., 2011; Roll et al., 2011). However, at the same time, we generally assume that teachers, who are experts of teaching, will automatically be experts in help seeking and help giving. Also, student teachers’ help-seeking behavior is a less studied topic in help-seeking research. This study aimed to investigate student teachers’ help-seeking behavior in their own learning just at the beginning of their first university year in pre-service teacher education. Based on the results we will discuss about the role of pre-service teacher education for preparing student teachers to become more aware of the importance of help seeking and the factors which affect students’ help seeking.
Butler, R., & Shibaz, L. (2008). Achievement goals for teaching as predictors of students’ perceptions of instructional practices and students’ help seeking and cheating. Learning and Instruction, 18(5), 453-467. Karabenick, S. A., & Newman, R. S. (2009). Seeking help: Generalizable self-regulatory process and social-cultural barometer. In M. Wosnitza, S. A. Karabenick, A. Efklides, & P. Nenniger (Eds.), Contemporary motivation research: From global to local perspectives (pp. 25-48). Goettingen, Germany: Hogrefe & Huber. Kiili, C. (2012). Online reading as an individual and social practice. Jyväskylä Studies in Education, Psychology, and Social Research, 441. Jyväskylä, Finland: University of Jyväskylä. Mäkitalo-Siegl, K., Kohnle, C., & Fischer, F. (2011). Computer-supported collaborative inquiry learning and classroom scripts: Effects on help-seeking processes and learning outcomes. Learning and Instruction, 21(2), 257-266. Puustinen, M., & Rout, J.-F. (2009). Learning with new technologies: help seeking and information searching revisited. Computers and Education, 53(4), 1014-1019. Roll, I., Aleven, V., McLaren, B. M., & Koedinger, K. R. (2011). Improving students’ help-seeking skills using metacognitive feedback in an intelligent tutoring system. Learning and Instruction, 21(2), 267-280. Ryan, A. M., & Shin, H. (2011). Help-seeking tendencies during early adolescence: An examination of motivational correlates and consequences for achievement. Learning and Instruction, 21(2), 247-256.
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