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Direct linkJohannes Jud; Carmen Nadja Hirt; Tabea Daria Eberli; Amina Rosenthal; Yves Karlen – European Journal of Psychology of Education, 2025
Teachers' self-efficacy in promoting self-regulated learning (TSE-SRL) is pivotal for self-regulated learning (SRL) practices. This study investigated the effects of mastery and vicarious experiences as sources of self-efficacy within a professional development (PD) program on TSE-SRL. Additionally, the moderating role of teachers' prior SRL…
Descriptors: Teacher Effectiveness, Self Efficacy, Independent Study, Learning Strategies
Download full textGoodwin, Bryan; Hall, Pete; Simeral, Alisa – McREL International, 2019
Too often, professional development (PD) sessions consist of little more than delivering lists of things teachers should know and should be doing. There is little to no follow up. There are few opportunities to think about how to adapt and apply the learning to fit your own classroom context, or to try it out and compare outcomes with fellow…
Descriptors: Individualized Instruction, Faculty Development, Teacher Empowerment, Educational Practices
Suzanne Freedberg; Rhonda Bondie; Akane Zusho; Courtney Allison – High Ability Studies, 2019
The overall purpose of this study was to better understand how US math and science teachers perceived and supported the learning of high-ability students in inclusive, urban general education classrooms. Specifically, drawing on the literature on self-regulated learning (SRL), this study explored to what extent teachers (N = 58): (1) perceived…
Descriptors: Mathematics Teachers, Science Teachers, Mathematics Instruction, Science Instruction
