Investigating teacher development of self-regulated learning skills in secondary science students

Abstract

This multiple case study examined how secondary science teachers supported their students’ self-regulated learning development after an intensive, year-long, professional development. The results suggest that the teachers largely used the SRL coaching strategies of observation and emulation, emphasized different SRL processes, while less than half of the teachers explicitly encouraged their students to use the self-reflection phase of SRL to guide future cycles of SRL. Additionally, even though the majority of the teachers established process goals for their instruction, they evaluated their students with reference to product goals.