Changes in teachers' thinking about learning as they participated in professional learning
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.
The following have contributed to this page: Dr Helen Askell-Williams and Shyam Barr