Teaching self-regulation through role modeling in K-12

Name: Teaching self-regulation through role modeling in K-12
Author: Adıgüzel, Tufan, Aşık, G., Bulut, M. A., Kaya, M. H., Özel, S.

İsim	Teaching self-regulation through role modeling in K-12
Yazar	Adıgüzel, Tufan, Aşık, G., Bulut, M. A., Kaya, M. H., Özel, S.
Basım Tarihi:	2023-02-03
Basım Yeri	- Frontiers Media
Konu	Education technology, K-12, Professional development, Role modeling, Self-regulated learning, Teacher training
Tür	Süreli Yayın
Dil	İngilizce
Dijital	Evet
Yazma	Hayır
Kütüphane:	Özyeğin Üniversitesi
Demirbaş Numarası	2504-284X
Kayıt Numarası	27decf55-8854-48bb-b0d1-a37f15c652be
Lokasyon	Office for Learning and Teaching Enhancement
Tarih	2023-02-03
Örnek Metin	For K-12 teachers to develop effective teaching skills, integration of role modeling strategies into teaching and learning process as a dimension of selfregulated learning is of the foremost value. Role modeling strategy training through a hybrid professional development model bears the potential to serve as a facilitating component in promoting K-12 teachers’ instructional competence. Conducted within the self-regulated learning framework, this study suggested findings of a teacher professional development training aimed at role modeling strategy implementation at K-12 level. Pursuing a mixed-method model, the current research was performed with 16 teachers who were trained and supervised to integrate role-modeling strategies into their teaching context. In this study, the data sources were role-modeling- integrated lesson plans, trainers’ feedback on these lesson plans, and online student products. The data collection methods included lesson plan evaluation through a role-modeling rubric in a quantitative fashion, whereas content analysis of trainer feedback on lesson plans, latterly revised lesson plans and online student products composed the qualitative aspect. Results revealed that this professional development training achieved significantly positive changes in teachers’ role modeling strategy implementation skills, particularly in terms of teachers’ role as agents in students’ self-regulated learning skills, promotion of student-centered learning and overall improvement in students’ self-regulated learning skills. Further, the integration of education technology tools into lessons was observed to have a positive impact on enhancing students’ self-regulated learning skills. This study could offer major contributions to designing teacher professional development training for researchers, practitioners, and teacher trainers, particularly in role modeling dimension of self-regulated learning. Copyright
DOI	10.3389/feduc.2023.1105466
Cilt	8

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Teaching self-regulation through role modeling in K-12

Yazar Adıgüzel, Tufan, Aşık, G., Bulut, M. A., Kaya, M. H., Özel, S.

Basım Tarihi 2023-02-03

Basım Yeri - Frontiers Media

Konu Education technology, K-12, Professional development, Role modeling, Self-regulated learning, Teacher training

Tür Süreli Yayın

Dil İngilizce

Dijital Evet

Yazma Hayır

Kütüphane Özyeğin Üniversitesi

Demirbaş Numarası 2504-284X

Kayıt Numarası 27decf55-8854-48bb-b0d1-a37f15c652be

Lokasyon Office for Learning and Teaching Enhancement

Tarih 2023-02-03

Örnek Metin For K-12 teachers to develop effective teaching skills, integration of role modeling strategies into teaching and learning process as a dimension of selfregulated learning is of the foremost value. Role modeling strategy training through a hybrid professional development model bears the potential to serve as a facilitating component in promoting K-12 teachers’ instructional competence. Conducted within the self-regulated learning framework, this study suggested findings of a teacher professional development training aimed at role modeling strategy implementation at K-12 level. Pursuing a mixed-method model, the current research was performed with 16 teachers who were trained and supervised to integrate role-modeling strategies into their teaching context. In this study, the data sources were role-modeling- integrated lesson plans, trainers’ feedback on these lesson plans, and online student products. The data collection methods included lesson plan evaluation through a role-modeling rubric in a quantitative fashion, whereas content analysis of trainer feedback on lesson plans, latterly revised lesson plans and online student products composed the qualitative aspect. Results revealed that this professional development training achieved significantly positive changes in teachers’ role modeling strategy implementation skills, particularly in terms of teachers’ role as agents in students’ self-regulated learning skills, promotion of student-centered learning and overall improvement in students’ self-regulated learning skills. Further, the integration of education technology tools into lessons was observed to have a positive impact on enhancing students’ self-regulated learning skills. This study could offer major contributions to designing teacher professional development training for researchers, practitioners, and teacher trainers, particularly in role modeling dimension of self-regulated learning. Copyright

DOI 10.3389/feduc.2023.1105466

Cilt 8