Use of Self-Regulated Learning in Teacher Professional Development

The purpose of this research is to provide a professional development opportunities so that they can that help teachers understand Self-Regulated Learning Theory (Zimmerman, 2000) to enhance student learning strategies in various content areas.

We have done research on self-regulated learning (SRL) with student argumentation in science, designing conceptual models for forming scientific investigations, computational thinking in science for high school students, and inquiry-based earth science instruction for elementary students. In all of the contexts, we have found that the use of SRL in the professional development settings has not only helped the teachers become better learners, but the use of SRL has also helped the professional development instructor make timely changes to the instruction to meet the teachers’ needs.

Peters-Burton, E. E. & Botov, I. S. (2017). Self-regulated learning microanalysis as a tool to inform professional development delivery in real-time. Metacognition and Learning, 12(1), 45-78. DOI: 10.1007/s11409-016-9160-z

Peters-Burton, E. E., Merz, S. A., Ramirez, E. M., & Saroughi, M. (2015). The effect of cognitive apprenticeship-based professional development on teacher self-efficacy of science teaching, motivation, knowledge calibration, and perceptions of inquiry teaching. Journal of Science Teacher Education, 26(6), 525-548.

Peters-Burton, E. E., Cleary, T. J., & Forman, S. (2015). Professional development contexts that promote self-regulated learning in trainees. In T. J. Cleary (Ed.) Self-regulated learning interventions with at-risk populations: Academic, mental health, and contextual considerations (pp. 205-227). New York: APA Press.

Erin Peters-Burton of George Mason University
Timothy Cleary of Rutgers, The State University of New Jersey