Changes in teachers' knowledge and beliefs about self-regulated learning during their engagement with a guided professional learning community

Shyam BARR, Helen Askell-Williams

Research output: Contribution to conference (non-published works)Abstract

Abstract

Studies have raised concerns regarding the quality of knowledge and beliefs that teachers hold about self-regulated learning (SRL) and their consequent ability to adequately meet the needs of students and prepare them with the necessary skills to succeed today and in the future (Dignath-van Ewijk & van der Werf, 2012; OECD, 2005; OECD [Organisation for Economic Co-operation and Development], 2016). A consensus exists in the research literature (e.g. Bowe & Gore, 2016a; Desimone & Garet, 2015; Vangrieken et al., 2017) that professional learning communities are an effective method to improve teachers’ professional competence (e.g. teachers’ knowledge and beliefs). Responding to the concerns, the present study investigated changes in the quality of teachers’ knowledge and beliefs about SRL whilst they engaged in a guided professional learning community about SRL. Four science teachers from an Independent Girls Grammar School undertook six 40 minute professional development sessions, reflective discussions with the researcher, and a collaborative process of progressive refinement of an SRL teaching approach. Following each professional development session, participants delivered an SRL teaching approach (explicit teaching about SRL and the implementation of a learning protocol) to their Year 8 classes. Data was collected from teachers through in-depth individual interviews, before and after the intervention period. Data was analysed using a combination of deductive and inductive coding methods. All participants showed substantial increases in knowledge about SRL between pre- and post- intervention interviews. Changes in participants’ beliefs were less consistent, with substantial changes noted only in the category of teacher self-efficacy. Results indicate that a guided professional learning community is an effective method to enhancing teachers’ knowledge and beliefs about SRL. This study has implications for teacher education, and how it can prepare teachers with the necessary knowledge and beliefs to foster SRL in the classroom. Subsequently preparing students with a range of “how to learn” skills so that they can adapt to the rapidly changing job landscape and succeed in this ever-changing world.
Original languageEnglish
Pages42-42
Number of pages1
Publication statusPublished - 2018
Event2018 ATEA and TEFANZ Conference: Teaching in and for uncertain times - Melbourne, Melbourne, Australia
Duration: 4 Jul 20186 Jul 2018
https://atea.edu.au/conference/2018-atea-tefanz-conference/

Conference

Conference2018 ATEA and TEFANZ Conference
CountryAustralia
CityMelbourne
Period4/07/186/07/18
Internet address

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learning
community
OECD
Teaching
interview
self-efficacy
grammar
coding
student
classroom
ability
science
school
education

Cite this

BARR, S., & Askell-Williams, H. (2018). Changes in teachers' knowledge and beliefs about self-regulated learning during their engagement with a guided professional learning community. 42-42. Abstract from 2018 ATEA and TEFANZ Conference, Melbourne, Australia.
BARR, Shyam ; Askell-Williams, Helen. / Changes in teachers' knowledge and beliefs about self-regulated learning during their engagement with a guided professional learning community. Abstract from 2018 ATEA and TEFANZ Conference, Melbourne, Australia.1 p.
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BARR, S & Askell-Williams, H 2018, 'Changes in teachers' knowledge and beliefs about self-regulated learning during their engagement with a guided professional learning community' 2018 ATEA and TEFANZ Conference, Melbourne, Australia, 4/07/18 - 6/07/18, pp. 42-42.

Changes in teachers' knowledge and beliefs about self-regulated learning during their engagement with a guided professional learning community. / BARR, Shyam; Askell-Williams, Helen.

2018. 42-42 Abstract from 2018 ATEA and TEFANZ Conference, Melbourne, Australia.

Research output: Contribution to conference (non-published works)Abstract

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AU - BARR, Shyam

AU - Askell-Williams, Helen

PY - 2018

Y1 - 2018

N2 - Studies have raised concerns regarding the quality of knowledge and beliefs that teachers hold about self-regulated learning (SRL) and their consequent ability to adequately meet the needs of students and prepare them with the necessary skills to succeed today and in the future (Dignath-van Ewijk & van der Werf, 2012; OECD, 2005; OECD [Organisation for Economic Co-operation and Development], 2016). A consensus exists in the research literature (e.g. Bowe & Gore, 2016a; Desimone & Garet, 2015; Vangrieken et al., 2017) that professional learning communities are an effective method to improve teachers’ professional competence (e.g. teachers’ knowledge and beliefs). Responding to the concerns, the present study investigated changes in the quality of teachers’ knowledge and beliefs about SRL whilst they engaged in a guided professional learning community about SRL. Four science teachers from an Independent Girls Grammar School undertook six 40 minute professional development sessions, reflective discussions with the researcher, and a collaborative process of progressive refinement of an SRL teaching approach. Following each professional development session, participants delivered an SRL teaching approach (explicit teaching about SRL and the implementation of a learning protocol) to their Year 8 classes. Data was collected from teachers through in-depth individual interviews, before and after the intervention period. Data was analysed using a combination of deductive and inductive coding methods. All participants showed substantial increases in knowledge about SRL between pre- and post- intervention interviews. Changes in participants’ beliefs were less consistent, with substantial changes noted only in the category of teacher self-efficacy. Results indicate that a guided professional learning community is an effective method to enhancing teachers’ knowledge and beliefs about SRL. This study has implications for teacher education, and how it can prepare teachers with the necessary knowledge and beliefs to foster SRL in the classroom. Subsequently preparing students with a range of “how to learn” skills so that they can adapt to the rapidly changing job landscape and succeed in this ever-changing world.

AB - Studies have raised concerns regarding the quality of knowledge and beliefs that teachers hold about self-regulated learning (SRL) and their consequent ability to adequately meet the needs of students and prepare them with the necessary skills to succeed today and in the future (Dignath-van Ewijk & van der Werf, 2012; OECD, 2005; OECD [Organisation for Economic Co-operation and Development], 2016). A consensus exists in the research literature (e.g. Bowe & Gore, 2016a; Desimone & Garet, 2015; Vangrieken et al., 2017) that professional learning communities are an effective method to improve teachers’ professional competence (e.g. teachers’ knowledge and beliefs). Responding to the concerns, the present study investigated changes in the quality of teachers’ knowledge and beliefs about SRL whilst they engaged in a guided professional learning community about SRL. Four science teachers from an Independent Girls Grammar School undertook six 40 minute professional development sessions, reflective discussions with the researcher, and a collaborative process of progressive refinement of an SRL teaching approach. Following each professional development session, participants delivered an SRL teaching approach (explicit teaching about SRL and the implementation of a learning protocol) to their Year 8 classes. Data was collected from teachers through in-depth individual interviews, before and after the intervention period. Data was analysed using a combination of deductive and inductive coding methods. All participants showed substantial increases in knowledge about SRL between pre- and post- intervention interviews. Changes in participants’ beliefs were less consistent, with substantial changes noted only in the category of teacher self-efficacy. Results indicate that a guided professional learning community is an effective method to enhancing teachers’ knowledge and beliefs about SRL. This study has implications for teacher education, and how it can prepare teachers with the necessary knowledge and beliefs to foster SRL in the classroom. Subsequently preparing students with a range of “how to learn” skills so that they can adapt to the rapidly changing job landscape and succeed in this ever-changing world.

KW - professional learning communities

KW - Teacher beliefs

KW - teacher knowledge

KW - epistemic reflexivity

KW - Epistemic cognition

UR - https://atea.edu.au/2018/08/29/atea-conference-2018/

M3 - Abstract

SP - 42

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ER -