Examining How Professional Development Affects Teachers’ Knowledge, Beliefs, and Practices of Self-Regulated Learning

• In Event: AERA Poster Session Wednesday 3:45pm
  In Poster Session: Motivation, Emotion, and Self-Regulation: Connecting Student Learning and Teacher Practice

Abstract

Self-regulated learning (SRL) strategies positively impact academic achievement and student motivation to learn. However, teachers generally don’t have the knowledge or self-efficacy to foster student SRL. A mixed-method study examined the influence of SRL-focused professional development on teachers' SRL beliefs, knowledge, and practices. Ten primary teachers reported their initial SRL beliefs, and from their responses, four were selected for an 8-week in-class training. Pre- and post-intervention interviews, classroom observations, and questionnaires were analyzed to understand the impact of SRL training. Post-treatment, positive beliefs regarding student agency increased, SRL knowledge expanded, and teachers successfully incorporated sixteen SRL strategies into their instruction. Findings indicate that SRL is contextual, and instruction of SRL may differ depending on teacher, student, and school-level factors.

Authors

• Stephanie Greenquist-Marlett, Old Dominion University

• Claire Consadine, Old Dominion University

• Linda Bol, Old Dominion University

• Jordan Overton, Old Dominion University

• Tian Luo, Old Dominion University