Changes in teachers’ epistemic cognition about self–regulated learning as they engaged in a researcher-facilitated professional learning community

Shyam Barr, Helen Askell-Williams
  • Asia-Pacific Journal of Teacher Education, April 2019, Taylor & Francis
  • DOI: 10.1080/1359866x.2019.1599098

Changes in teachers' thinking about learning as they participated in professional learning

Photo by Santi Vedrí on Unsplash

Photo by Santi Vedrí on Unsplash

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.

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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http://dx.doi.org/10.1080/1359866x.2019.1599098

The following have contributed to this page: Dr Helen Askell-Williams and Shyam Barr