For unto every one that hath shall be given: teachers\u2019 competence profiles regarding the promotion of self-regulated learning moderate the effectiveness of short-term teacher training

Charlotte Dignath

doi:10.1007/s11409-021-09271-x

Abstract

Teachers play a major role in the effectiveness of student learning. Teacher’s competence contributes to their classroom practice. We applied a generic model of teacher competence to the specific context of teachers’ promotion of self-regulated learning (SRL) in the classroom, and investigated teachers’ competence profiles regarding SRL (study 1) and how teachers’ competence can moderate the effectiveness of teacher training (study 2). In the first step, in study 1 191 teachers were assessed according to different characteristics that have been found to be important aspects of teacher competence (knowledge, beliefs, and self-efficacy). To investigate how these characteristics co-occur in teachers we determined latent profiles of teacher competence regarding SRL. To this end, and the data were subjected to a latent profile analysis that yielded two levels of competence profile: low and high competence to promote SRL. These competence profiles were positively associated with teachers’ self-reported SRL practice in the classroom. Next, to test whether these competence profiles affect teachers’ competence development, we conducted a training study. In this study 2, we examined the effects of an 8-h long teacher training about SRL on the development of teachers’ competence (knowledge, beliefs, self-efficacy) and on their SRL practice in the classroom with a repeated measures control group design. Forty-five teachers participated in the training, and these teachers and their 543 students evaluated the effectiveness of the training. Training effects were found on the teacher level, but not on the student level. Teachers who participated in the training outperformed the control teachers in their development of self-efficacy to foster SRL, and their perceived SRL practice. Moreover, teachers’ competence profiles moderated the training effect, showing that teachers with an initially high competence benefitted more from the training. Applying a generic model of teacher competence to the context of promoting SRL seems beneficial to inspire future research on indicators of teachers’ SRL practice.

Highlights

There is overwhelming evidence that self-regulated learning (SRL) is highly effective for learning (e.g., Hattie, 2013; Zimmerman & Bandura, 1994)
Research question 1: Which profiles of teacher competence do we find in terms of promoting SRL, and do they differ with teachers’ experience, age or gender?
Latent profile analysis was performed using the means of the four variables that represent aspects of teacher competence to promote SRL

Summary

Introduction

There is overwhelming evidence that self-regulated learning (SRL) is highly effective for learning (e.g., Hattie, 2013; Zimmerman & Bandura, 1994). Drawing on research from the field of teachers’ competence as well as from the field of SRL, we conducted two studies to generate new ideas about explaining variation in teachers’ SRL practice and to understand how this affects teacher development in becoming effective promoters of SRL. We introduce a generic model of teacher competence that we propose applying to the context of SRL and provide evidence from SRL research for the cognitive and motivational-affective aspects of teacher competence This model of teacher competence will serve as the basis for (1) investigating teachers’ competence profiles examined in study 1, and (2) evaluating the effectiveness of teacher training on teachers’ competence growth in study 2. The outcome of this selfevaluation influences the learning phase, often involving a change in the initial strategies or even in the goal itself (Pintrich, 2000)

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Conclusion