Coping With Teachers' Obstacles Regarding Self-Regulated Learning Beliefs and Practices: Implications for Unique Program-Based Simulations

• In Event: Identifying, Developing, and Sustaining Learning Environments

Abstract

Empirical studies show that teachers are impeded in adopting SRL in learning and teaching, resulting from their belief systems and lack of professional practice-oriented SRL. Using a quasi-experimental design, this study investigated a holistic program (PV–SRL) based on two major conceptual frameworks – professional vision lens (PV for noticing, reasoning, and seeking alternatives) to promote SRL (planning, monitoring, and evaluation) implemented in unique simulations with real-life actors. Elementary school teachers (n = 113) divided into two simulation groups and a control group were exposed to PV in different conditions: SIM+SRL; SIM alone, and Control. Findings indicated that teachers exposed to holistic PV–SRL in the SIM+SRL group were most empowered in changing their beliefs and increasing practice-oriented SRL.

Authors

• Bracha Kramarski, Bar-Ilan University

• Yafit Moradoff

• Orna Heaysman, Achva College of Education