Work

A Professional Development Program That Combines Direct with Indirect Promotion of Self-Regulated Learning for Secondary School Teachers

Year: 2025

Type: article

Abstract: A professional development program (PDP) combining direct and indirect promotion of self-regulated learning (SRL) was conducted with secondary school teachers in two parts. In the first part, the teachers were encouraged to promote student cognitive engagement through the inclusion of more interactive and constructive compared to passive and active lesson tasks in their teaching. In the second part, the teachers were provided with information which emphasized the importance of the direct promotion of SRL knowledge and strategies. The teachers were provided with excerpts from videos of classroom instruction to analyze and reflect upon. The results were based on an analysis of the talk and action of the teachers from videoed observations of their own classrooms before the PDP (Round 1), after the first part (Round 2), and after the second part (Round 3). The PDP influenced the teachers' indirect promotion of SRL through the inclusion of more interactive and constructive and fewer passive and active lesson tasks in their teaching. Direct SRL promotion was also influenced although to a lesser extent, through the teachers' inclusion of more motivational, metacognitive support statements to students to encourage them to keep on trying, as well as more explicit strategy promotion and reference to the benefits of SRL strategies.

Source: Behavioral Sciences

DOI: 10.3390/bs15111512

Authors: Stella Vosniadou, Helen Stephenson, Michael J. Lawson, David Jeffries

Institutions: Flinders University, University of South Australia, Australian Council for Educational Research

Language: English

Topic: Innovative Teaching and Learning Methods

Subfield: Developmental and Educational Psychology

Field: Psychology

Domain: Social Sciences

SDG: Quality education

Open Access status: gold

Estimated APC paid: $2,654