Professional development in self-regulated learning: Shifts and variations in teacher outcomes and approaches to implementation
Professional development in self-regulated learning: Shifts and variations in teacher outcomes and approaches to implementation
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DOI：
10.1016/j.tate.2021.103619
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发表时间：
2022-01-07
影响因子：
3.9
通讯作者：
Zhang, Xiaorong
中科院分区：
文献类型：
--
作者：
Cleary, Timothy J.;Kitsantas, Anastasia;Zhang, Xiaorong
本研究旨在探讨高中教师在专业发展(PD)研习班后，自我调节学习(SRL)知识、自我效能感及运用SRL技巧的考前后测变化。教师访谈和定性分析被用来评估教师在实施SRL时的态度、认知和经验的差异。总体而言，这19名教师在后测的所有指标上都表现出了很大的进步。在PD之后表现出高级SRL技能的教师比具有新兴SRL技能的教师对在课堂上实施SRL表现出更灵活、反应更积极的观点。(C)2021由爱思唯尔有限公司出版。
The purpose of this explanatory, sequential mixed methods study was to examine pretest posttest changes in high school teachers' knowledge of self-regulated learning (SRL) and their self-efficacy and skills in applying SRL following a professional development (PD) workshop. Teacher interviews and qualitative analyses were used to assess differences in teachers' attitudes, perceptions, and experiences when implementing SRL. In general, the 19 teachers showed large gains across all measures at posttest. Teachers who displayed advanced SRL skills following the PD exhibited more flexible, responsive, and positive perspectives on implementing SRL in the classroom than teachers with emerging SRL skills.(c) 2021 Published by Elsevier Ltd.