Design teacher PD on SRL to combine situated learning with cognitive instruction, and use short workshops as an economical entry point¶

Strategy · All strategies
Evidence · 1 claim (1 for) · 1 study (1 causal), q2 · 0 of 1 report an effect size · 1 claim rests on one study

Description¶

The article recommends that teacher interventions on SRL promotion combine both research traditions: "intervention studies are needed that combine situated learning and cognitive instruction (see Vosniadou, 2001) as methods of teachers' PD program". It further argues that short workshops are worth investigating because "Even short workshops of a few hours produce effects (e.g., Bernacki et al., 2020)", and that evaluation should cover teachers' competence development rather than only classroom practice, and include teacher and student perspectives.

Design Implications¶

Context¶

Requirements¶

• Interventions should include didactical methods to transmit knowledge and develop teaching skills, not one-step top-down workshops

Constraints¶

• Directly comparing cognitive-approach and situative-approach PD studies is difficult due to different methodological designs

Target Learners¶

• Primary school teachers

Target Learning Goals¶

• Teachers' competence and practice in promoting students' self-regulated learning

Claims¶

• An 8-hour SRL teacher training improved teachers' self-efficacy to foster SRL and perceived SRL practice, but not student-level outcomes [+W]

Related Strategies¶

Examples¶

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Key Sources¶

• Charlotte Dignath. (2021). For unto every one that hath shall be given: teachers' competence profiles regarding the promotion of self-regulated learning moderate the effectiveness of short-term teacher training. Metacognition and Learning. https://doi.org/10.1007/s11409-021-09271-x