English (United Kingdom)

https://curated-unify.zendy.io/wp-json/zendy-region/v1/featured_content/oa?rat=en

https://curated-unify.zendy.io/wp-json/zendy-region/v1/highlighted_journal/

Global: Zendy Plus annual

Presents the access of premium content as premium feature

Premium Content

Presents the keyphrase highlighting as premium feature

Keyphrase Highlighting

Presents the summarisation as premium feature

Summarisation

Insights

Presents the pdf analysis as premium feature

PDF Analysis

Presents the zaia usage as premium feature

ZAIA

Global: Zendy Tools annual

Global: Zendy Free Plan

Global: Zendy Tools monthly

Global: Zendy Plus monthly

The aim of present study is investigating the role of self-regulation in professional development of prospective teachers. Well-developed self-regulation may be defined as a person’s ability to adjust his or hers behavior to the conventional moral principles and values, as well as with professional requirements. Teacher’s self-regulation includes his active relationship with the students and with himself, his social affirmations, experience and interests. It can be concluded that the development of self-regulation basics happens during the period of professional learning, when the personality settlement occurs. Each teacher also discovers and uses his own methods and means of self-regulation during his professional activity, which helps him to affect his emotions and to control and regulate external signs of current psychological state. DOI: 10.5901/mjss.2015.v6n5s1p128

Significance of Self-regulation for the Professional Development of Prospective Teachers