The impact of a university teacher-training program promoting self-regulated learning on teacher knowledge, self-efficacy, and practices

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dc.contributor.authorBruna, Daniela
dc.contributor.authorPérez, María Victoria
dc.contributor.authorBustos, Claudio
dc.contributor.authorVillarroel Henríquez, Verónica
dc.date.accessioned2024-12-18T12:41:00Z
dc.date.available2024-12-18T12:41:00Z
dc.date.issued2023
dc.description.abstractThe 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.
dc.identifier.citationFrontiers in Education, Vol. 8 (2023) p. 1-9.
dc.identifier.doihttp://dx.doi.org/10.3389/feduc.2023.1007137
dc.identifier.issne2504-284X
dc.identifier.orcidhttps://orcid.org/0000-0002-3000-2248
dc.identifier.urihttp://hdl.handle.net/20.500.12254/4009
dc.language.isoen
dc.publisherFrontiers Media S.A.
dc.rightsAtribución-NoComercial-CompartirIgual 3.0 Chile (CC BY-NC-SA 3.0 CL)
dc.rights.urihttp://creativecommons.org/licenses/by-nc-sa/3.0/cl/
dc.subjectSelf-regulated learning
dc.subjectTeacher training
dc.subjectSelf-efficacy
dc.subjectTeaching practices
dc.subjectHigher education
dc.titleThe impact of a university teacher-training program promoting self-regulated learning on teacher knowledge, self-efficacy, and practices
dc.typeArticle
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