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A Professional Development Program That Combines Direct with Indirect Promotion of Self-Regulated Learning for
Stella Vosniadou1, Helen Stephenson2, Michael J Lawson1
1College of Education, Psychology and Social Work, Flinders University, Adelaide, SA 5042, Australia.
Behavioral Sciences (Basel, Switzerland)
|November 27, 2025
Summary
A professional development program effectively enhanced teachers' promotion of self-regulated learning (SRL) by incorporating interactive tasks and direct strategy instruction. This improved both indirect and direct SRL support in secondary classrooms.
Area of Science:
- Educational Psychology
- Teacher Professional Development
- Classroom Instruction
Background:
- Self-regulated learning (SRL) is crucial for academic success.
- Teachers require effective professional development to foster SRL in students.
- Integrating SRL strategies into daily teaching practices presents challenges.
Purpose of the Study:
- To evaluate a professional development program (PDP) designed to enhance teachers' promotion of self-regulated learning (SRL).
- To investigate the impact of both direct and indirect SRL promotion strategies on teacher practices.
- To analyze changes in teacher talk and actions related to SRL support.
Main Methods:
- A two-part professional development program (PDP) was implemented with secondary school teachers.
- Teachers analyzed classroom instruction videos to reflect on SRL promotion.
- Classroom observations (videoed) were conducted before and after each PDP part to assess changes in teaching.
Main Results:
- The PDP significantly increased teachers' indirect promotion of SRL, evidenced by more interactive and constructive lesson tasks.
- Direct promotion of SRL also improved, with teachers offering more motivational and metacognitive support statements.
- Teachers explicitly promoted SRL strategies and discussed their benefits more frequently.
Conclusions:
- Professional development programs can effectively enhance teachers' capacity to promote self-regulated learning.
- A combination of indirect (task design) and direct (explicit instruction) methods is beneficial for fostering SRL.
- Teachers' reflective practice, supported by video analysis, is a key component of effective professional development for SRL.
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