Enhancing teachers’ knowledge of how to promote self-regulated learning in primary school students: A case study in Hong Kong

Xu, Huixuan; Ko, Po Yuk

doi:10.1016/j.tate.2019.01.002

Cited by 23 publications

(19 citation statements)

References 44 publications

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“…The higher level of teacher engagement provides an effortlessness or free-flow in education process in which teachers and students could fully immersed in learning process with a feeling of energized focus, full involvement and enjoyment as proposed by Mihaly Csikszentmihalyi (Csikszentmihalyi, 1997(Csikszentmihalyi, , 2020. Advanced teacher engagement levels can lead to higher order of learning outcomes for the students, initiated through the self-regulated learning, as the students use resources available in the virtual modes, innovative personal learning styles and prior outcomes in developing learning strategies (Sharma & Kamal, 2020;Sudibjo & Sutarji, 2020;Xu & Ko, 2019).…”

Section: B Teacher Engagementmentioning

confidence: 99%

“…The effectiveness of the today's education system depends heavily on the breadth and depth of the knowledge-skill, imparted through the Digital Learning Environments-DLE within a curriculum backdrop (Langer & Yorks, 2018). Studies had suggested that teacher interactions and their devoted engagement in teaching-learning process at the Higher Secondary Schools or K-12 is vital for effective students' learning, as teachers' role is essential even in digital era (Huang, 2018;Sharma & Kamal, 2020;Xu & Ko, 2019). Teacher engagement has a direct relation to the students' learning process, and it act as a 'human factor' -referred in the Hawthorn experiment-to catalysis education process (Gil-Flores, Rodríguez-Santero, & Torres-Gordillo, 2017).…”

Section: Introductionmentioning

confidence: 99%

“…Meanwhile, the non-engaged employees lack energy or passion related to their work (Cesário & Chambel, 2017). Even in today's digital education system the faculty engagement is a critical factor for students' self-regulated personal learning beyond the normal school hours (Barr & Askell-Williams, 2020;Xu & Ko, 2019).…”

Section: Introductionmentioning

confidence: 99%

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Impact of Technology Readiness and Techno Stress on Teacher Engagement in Higher Secondary Schools

Joseph

Thomas

Nero

2021

DER

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Rapid technology advancements resulted a fundamental shift in the education sector which redefined the teaching-learning process and teacher engagement. Based on numerous studies on work engagement models and technology readiness, this study explores, how the teachers’ readiness to embrace educational technologies, impact on teacher engagement. With stratified cluster sampling model, data were collected from principals, managers, students and 122 faulty were participated in this quantitative study using standardized tools. Teachers were highly engaged with students-colleagues and varied across experience/age groups. Technology readiness factors positively impacted on social engagements with students-colleagues. As education technology usage is exponential, more future research is needed.

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Section: B Teacher Engagementmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Impact of Technology Readiness and Techno Stress on Teacher Engagement in Higher Secondary Schools

Joseph

Thomas

Nero

2021

DER

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“…Gaining a deeper understanding of the relevance of particular aspects of teachers' professional competences in SRL to specific SRL instructional practices as well as to the effects on students' SRL development and engagement in SRL would be beneficial to develop more specific teachers' trainings. To support teachers in SRL instruction, trainings are needed that not only support teachers in developing SRL classrooms and translating SRL into real practice but also take into account teachers' prior conceptions and experiences of SRL (Perry et al, 2008;Bembenutty et al, 2015;Kramarski, 2018;Xu and Ko, 2019). Finally, even though studies have reported only small amounts of variance in teaching SRL, explained by variables at school or context levels, these aspects could nevertheless help to better understand why teachers do or do not foster SRL in class (Vandevelde et al, 2012;De Smul et al, 2019;Thomas et al, 2020).…”

Section: Limitation Of Study and Future Outlooksmentioning

confidence: 99%

Teachers’ Professional Competences in Self-Regulated Learning: An Approach to Integrate Teachers’ Competences as Self-Regulated Learners and as Agents of Self-Regulated Learning in a Holistic Manner

2020

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Competences in self-regulated learning (SRL) are important prerequisites for success in school and beyond. Teachers play a crucial role in students' development of SRL. When focusing on teachers' professional competences in SRL, their experiences as selfregulated learners and their competences as agents of SRL are important. At present, an integrative and holistic framework that combines these two important aspects of SRL with regard to teachers' professional competences in SRL is absent. First, this paper introduces a theoretical framework for teachers' professional competences and instructional practices in SRL that integrates teachers' competences as selfregulated learners with their competences as agents of SRL. This integrative approach allows for differentiated analyses of particular aspects of competences and creates the possibility to deeply understand the reasons why teachers do or do not promote SRL in classrooms. In the second part of this paper, the interplay of teachers' professional competences as self-regulated learners and agents of SRL, with their intention to implement SRL in classes and their self-reported SRL teaching practices, is examined using data provided by 106 in-service teachers from primary and secondary schools. We assessed teachers' professional knowledge about SRL (i.e., content knowledge about SRL [CK-SRL] and pedagogical content knowledge about SRL [PCK-SRL]) with two different knowledge tests. Teachers' beliefs (i.e., implicit theories about SRL and beliefs about promoting SRL) and their motivations (i.e., self-concept about one's SRL and self-efficacy to promote SRL) were assessed with self-report measures. We found that teachers had small to average amounts of CK-SRL and PCK-SRL. Teachers reported positive beliefs about and motivation toward SRL. Most importantly, the results highlight the significance of differentiating between teachers' competences as selfregulated learners and as agents of SRL when examining teachers' implementation of

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“…Ploeger et al (2019) focused on teachers' analytical competence. Xu and Ko (2019) centered on professional development to make strides their information of how to advance self-regulated learning (SRL) agreeing to the standards of Communities of Practice (CoP). Thomson et al (2019) focused on developmental science efficacy trajectories of novice teachers from a STEM-Focused program to draw inductions from longitudinal quantitative and qualitative data, giving a complex picture of science efficacy trajectories for novice teachers.…”

Section: Learning Outcome Which Developed Through Professional Develo...mentioning

confidence: 99%

Trends of Teacher Professional Development Strategies: A Systematic Review

2022

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Professional development is important for all teachers to improve the quality of teaching. This study is aimed to investigate the trends of professional development strategy and learning outcome in 2015-2019. A systematic review was used in analyzing 267 articles published between 2015 and 2019 in the Teaching and Teacher Education. The findings showed that the trend of professional development strategy is more collaborative and using collegial learning environment, and the trend of learning outcomes which developed through PD programs is more focused on the ability to teach, ability to manage the classroom, and ability to understand the subject field. These findings suggest future studies to develop professional development programs with collaborative and collegial learning environments to develop learning outcomes on practicing new instructional strategies.

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Enhancing teachers’ knowledge of how to promote self-regulated learning in primary school students: A case study in Hong Kong

Cited by 23 publications

References 44 publications

Impact of Technology Readiness and Techno Stress on Teacher Engagement in Higher Secondary Schools

Impact of Technology Readiness and Techno Stress on Teacher Engagement in Higher Secondary Schools

Teachers’ Professional Competences in Self-Regulated Learning: An Approach to Integrate Teachers’ Competences as Self-Regulated Learners and as Agents of Self-Regulated Learning in a Holistic Manner

Trends of Teacher Professional Development Strategies: A Systematic Review

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