Professional development programs should prioritize strengthening teachers' reflective and goal-setting skills¶

Strategy · All strategies
Evidence · 3 claims (3 for) · 1 study (1 design), q2 · 1 of 1 report an effect size · 3 claims rest on one study

Description¶

Based on the finding that teachers' lowest-rated skills were help-seeking and goal-setting and that their critical-level reflection was rare, the article recommends that professional development programs prioritize strengthening reflective and goal-setting skills to foster teachers' SRL development. It suggests future programs could incorporate targeted workshops, training, and ongoing reflective practice exercises to address these deficits, tailored to the needs and constraints of teachers and students in various settings. The recommendation rests on the article's own findings that teacher SRL deficits, particularly in reflection and goal-setting, appear to influence students' SRL development.

Design Implications¶

Context¶

Requirements¶

• PD should assess teachers' initial SRL level and their students' SRL to ensure holistic implementation, as the article states a comprehensive SRL PD should include both

Constraints¶

• The article notes the proposed positive feedback loop from such interventions is not yet demonstrated and requires further research

Target Learners¶

• in-service teachers participating in professional development

Target Learning Goals¶

• teachers' self-regulated learning and self-regulated teaching skills, especially reflection and goal-setting

Affordances¶

• Srlt Integrated Learning Teaching Framework

Claims¶

• Teachers' self-reported SRL shows self-efficacy as the highest-practiced skill and help-seeking and goal-setting as the lowest [+W]
• Teachers' and students' SRL profiles differ more than they are alike, sharing only insufficient reflection practice [+W]
• Teachers' self-assessed reflection skill exceeds their externally assessed reflection level, with only a low correlation between the two [+W]

Related Strategies¶

• Strengthen all facets of teachers' SRL knowledge through sustained, theory-informed professional development

Examples¶

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Key Sources¶

• Avivit Arvatz, Roee Peretz, Yehudit Judy Dori. (2025). Self-regulated learning and reflection: a tool for teachers and students. Metacognition and Learning. https://doi.org/10.1007/s11409-025-09415-3