Investigating Science Teachers' Professional Growth in Self-Regulated Learning Through Professional Development: An Extreme Case Analysis

• In Event: Research on Self-Regulated Learning Poster Session

Abstract

This study examined how high school science teachers’ experience, beliefs, and perspectives regarding applying Self-Regulated Learning (SRL) principles to science lesson plans vary based on their level of SRL knowledge and application skills. Six extreme cases (SRL proficient, emerging) were identified from 20 teachers participating in a Professional Development (PD) program. Teachers’ efficacy for applying SRL and familiarity of SRL were measured before and after the PD and an interview was conducted to understand their experience in incorporating SRL into their lesson plans. Results showed that teacher efficacy and familiarity of SRL increased across all teachers. However, proficient teachers in SRL held a more positive perspective toward the implementation of SRL than emerging teachers. Implications for teacher training are discussed.

Authors

• Anastasia Kitsantas, George Mason University

• Timothy J. Cleary, Rutgers University

• Erin E. Peters Burton, George Mason University

• Angela M. Lui, CUNY School of Professional Studies

• Kimberly McLeod, George Mason University

• Jacqueline Slemp, The State University of New Jersey

• Xiaorong Zhang