The impact of a university teacher-training program promoting self-regulated learning on teacher knowledge, self-efficacy, and practices
Fecha
2023
Profe guía
Perfil ORCID
Título de la revista
ISSN de la revista
Título del volumen
Editor
Frontiers Media S.A.
ISBN
ISSN
ISSNe
2504-284X
Resumen
The aim of this study was to assess the impact of a teaching training program on teachers’ knowledge, self-efficacy, and teaching practices. A 21-h program was developed to enhance self-regulated learning in higher education students, focusing on planning, teaching, and assessment practices. The research design employed a quasi-experimental approach, utilizing pre- and post-tests with an experimental group and a control group. The experimental group consisted of 32 teachers, while the control group comprised 28 teachers. The results obtained from a Linear Multi-level Model analysis revealed the following findings: (1) the training program did not have a significant impact on the participants’ knowledge; (2) there was a significant positive effect on overall teacher self-efficacy, with the Health Sciences and Psychology faculties demonstrating higher levels of self-efficacy compared to other faculties; and (3) the training program significantly improved teaching practices for the promotion of self-regulated learning, with no significant differences observed between faculties.
Descripción
Lugar de Publicación
Sponsorship
Citación
Frontiers in Education, Vol. 8 (2023) p. 1-9.
Palabras clave
Self-regulated learning, Teacher training, Self-efficacy, Teaching practices, Higher education
Licencia
Atribución-NoComercial-CompartirIgual 3.0 Chile (CC BY-NC-SA 3.0 CL)