Provide professional development programs so teachers learn to implement self-regulated learning strategies in their lessons¶

Strategy · All strategies
Evidence · no claims cited

Description¶

Because self-regulated learning strategies showed a large pooled effect on achievement, the authors recommend that "preservice and in-service teachers should learn how to implement these strategies in their lessons to increase their students' performance", and that "professional development programs should be designed for teachers". They specify programs on creating self-regulated learning environments, with particular emphasis on classroom teachers and teacher candidates given the descriptively large primary-school effect.

Design Implications¶

Context¶

Requirements¶

• Teachers or teacher candidates must receive training in creating self-regulated learning environments

Constraints¶

• The recommendation rests on a pooled estimate from studies with very high heterogeneity (I2 = 97.30%)

Target Learners¶

• preservice and in-service teachers, especially classroom teachers

Target Learning Goals¶

• implementing self-regulated learning strategies to increase students' academic achievement

Related Strategies¶

• CEO Forum recommendations: prepare and certify teachers for technology integration across pre-service, licensure, and in-service career stages
• Support e-teachers' transition with professional development focused on reflecting on online-versus-F2F differences and the potential of the tools
• Use in-service training to raise teacher awareness of lingering teacher-centered styles

Examples¶

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Key Sources¶

• Ergen, B., & Kanadli, S. (2017). The effect of self-regulated learning strategies on academic achievement: A meta-analysis study. Eurasian Journal of Educational Research, 69, 55-74. https://doi.org/10.14689/ejer.2017.69.4