Teachers’ Epistemological Beliefs in the Juggle Learning Experience and Perceptions of Self-Regulated Learning

Students are expected to be autonomous learners in formal education process. This depends on their efforts to learn, self-regulation skills that will enable them to reach the knowledge on their positive belief in learning. This research aims to look into the effect of juggle learning experience on the epistemological beliefs of teacher candidates and their self-regulated learning perceptions. The study employs case study and the participants are 38 teacher candidates. The participants were asked to keep journals/diaries reflecting on the juggle learning and then semi-structured interviews were carried out with each of them. Juggle learning experience helped teacher candidates have realize that the learning process may vary according to the person and one should be patient in this process. The results indicate that it is necessary in the learning process to set goals, to plan how to achieve these goals, to develop an individual strategy and to make efforts