Abstract
This study aims to evaluate the impact of a distance professional development course, within the framework of the Preschool Situational Self-Regulation Program (PRSIST), on the knowledge, beliefs, and skills of early childhood education teachers about self-regulation skills. One of the qualitative methods, the case study, was preferred for the current study. The research was conducted with 5 early childhood education teachers, working in a city in middle Anatolia, Turkey. The teachers attended the synchronous distance professional development course 1 day a week for 5 weeks. The total duration of the five sessions was 120 minutes. Interview forms, reflective journals, and documents were used as data collection tools. As a result of the research, it was found that the course had positive impact on teachers' knowledge, skills, and beliefs about self-regulation skills.
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