What is it about?
This article discusses teachers' knowledge and beliefs about self-regulated learning. It documents how four science teachers' knowledge and beliefs about learning changed as they participated in a professional learning community.
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Why is it important?
Concerns have been raised about teachers' knowledge and beliefs about self-regulated learning. This study shows that professional learning communities are a potential solution to the well-documented problem.
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This page is a summary of: Changes in teachers’ epistemic cognition about self–regulated learning as they engaged in a researcher-facilitated professional learning community, Asia-Pacific Journal of Teacher Education, April 2019, Taylor & Francis,
DOI: 10.1080/1359866x.2019.1599098.
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