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Research Papers in Education Volume 37, 2022 - Issue 6
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The long road from teacher professional development to student improvement: A school-wide professionalization on self-regulated learning in primary education

Sofie HeirwegDepartment of Educational Studies, Ghent University, Ghent, BelgiumORCID Iconhttps://orcid.org/0000-0002-1536-4857View further author information
ORCID Icon,
Mona De SmulDepartment of Educational Studies, Ghent University, Ghent, BelgiumView further author information
,
Emmelien MerchieDepartment of Educational Studies, Ghent University, Ghent, BelgiumCorrespondence[email protected]
ORCID Iconhttps://orcid.org/0000-0002-6679-2907View further author information
ORCID Icon,
Geert DevosDepartment of Educational Studies, Ghent University, Ghent, BelgiumView further author information
&
Hilde Van KeerDepartment of Educational Studies, Ghent University, Ghent, BelgiumORCID Iconhttps://orcid.org/0000-0002-9819-4864View further author information
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Pages 929-953 | Received 10 Apr 2020, Accepted 17 Feb 2021, Published online: 31 Mar 2021

Citations (7)

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Read on this site (2)

Fani Lauermann & Ruth Butler. (2021) The elusive links between teachers’ teaching-related emotions, motivations, and self-regulation and students’ educational outcomes. Educational Psychologist 56:4, pages 243-249.
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Bracha Kramarski & Orna Heaysman. (2021) A conceptual framework and a professional development model for supporting teachers’ “triple SRL–SRT processes” and promoting students’ academic outcomes. Educational Psychologist 56:4, pages 298-311.
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Articles from other publishers (5)

Patrick Sins, Renske de Leeuw, Jaap de Brouwer & Emmy Vrieling-Teunter. (2023) Promoting explicit instruction of strategies for self-regulated learning: evaluating a teacher professional development program in primary education. Metacognition and Learning 19:1, pages 215-247.
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Lisette Wijnia, Gera Noordzij, Lidia R. Arends, Remigius M. J. P. Rikers & Sofie M. M. Loyens. (2024) The Effects of Problem-Based, Project-Based, and Case-Based Learning on Students’ Motivation: a Meta-Analysis. Educational Psychology Review 36:1.
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Amina Rosenthal, Carmen Nadja Hirt, Tabea Daria Eberli, Johannes Jud & Yves Karlen. (2023) Video-based classroom insights: Promoting self-regulated learning in the context of teachers’ professional competences and students’ skills in self-regulated learningVideo-Basierte Einblicke ins Klassenzimmer: Die Förderung des Selbstregulierten Lernens im Kontext der Professionellen Kompetenzen von Lehrkräften und der Fertigkeiten der Schüler:innen im Selbstregulierten Lernen. Unterrichtswissenschaft.
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Johannes Jud, Carmen Nadja Hirt, Amina Rosenthal & Yves Karlen. (2023) Teachers’ motivation: Exploring the success expectancies, values and costs of the promotion of self-regulated learning. Teaching and Teacher Education 127, pages 104093.
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Orna Heaysman & Bracha Kramarski. (2022) Promoting teachers' in-class SRL practices: effects of Authentic Interactive Dynamic Experiences (AIDE) based on simulations and video. Instructional Science 50:6, pages 829-861.
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