Leveraging student-centred teaching practices by authentic simulations environment and self-regulated learning

ABSTRACT

One of the required 21st-century skills necessary to cope with challenging tasks in teaching is nurturing active independent learners who can perform self-regulated learning (SRL). To support teachers in attaining and transferring their newly acquired knowledge and practices to real-time teaching in the classroom, an effective professional development programme should include authentic environments that enhance autonomous learners. We introduce a theoretical–practical model that integrates simulations with professional actors (SIM) with SRL principles (SIM–SRL). The current study aims to examine the contributions of the integrated SIM-SRL model, to leverage training with a unique simulative environment supported by metacognitive SRL questions and to nurture student-centred practices. In a quasi-experimental study, we examined the environmental effects on 113 primary school teachers by comparing three groups: SIM–SRL, SIM only, and a control exposed to a meaningful learning programme. Video-recorded lessons and self-reflections after the lesson revealed four student-centred teaching practices that support SRL: knowledge construction, metacognitive questions, think-time and collaboration. Results indicated that teachers in the SIM-SRL group had significantly higher performance scores, followed by the SIM group, which in turn outperformed the control group. Implications for professional development programmes are discussed.

KEYWORDS:

• Simulations
• Self-regulated learning
• Teacher professional development

Disclosure statement

No potential conflict of interest was reported by the author(s).

Additional information

Notes on contributors

Yafit Moradoff

Dr. Yafit Moradoff is a pedagogical guide and lecturer in Hemdat college of education and teachers' PD courses in pedagogy, language, and mathematics. She is an expert in teaching and learning strategies.

Bracha Kramarski

Prof. Bracha Kramarski is an associate professor at Bar-Ilan University. Her research relates to teachers' professional growth, students' learning, and SRL innovative environments. She developed an innovative method called IMPROVE for learning and teaching mathematics, that was adapted to various domains and is the basis of innovative programmes in Israel led by her.

Orna Heaysman

Orna Heaysman is a Ph.D. candidate at Bar Ilan University. She was a lecturer in teachers' PD programs for the Ministry of Education and a pedagogical coordinator for JOINT Israel. Her areas of interest are SRL, teachers' PD, innovative teaching practices, and authentic learning environments.