The impact of a university teacher training program promoting self-regulated learning on teacher knowledge, self-efficacy, and practices

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Pérez, María Victoria
Bustos, Claudio
Villarroel Verónica
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The aim of this study was to assess the impact of a teaching training program on teachers’ knowledge, self-efficacy, and teaching practices. A 21-h program was developed to enhance self-regulated learning in higher education students, focusing on planning, teaching, and assessment practices. The research design employed a quasi-experimental approach, utilizing pre- and post-tests with an experimental group and a control group. The experimental group consisted of 32 teachers, while the control group comprised 28 teachers. The results obtained from a Linear Multi-level Model analysis revealed the following findings: (1) the training program did not have a significant impact on the participants’ knowledge; (2) there was a significant positive effect on overall teacher self-efficacy, with the Health Sciences and Psychology faculties demonstrating higher levels of selfefficacy compared to other faculties; and (3) the training program significantly improved teaching practices for the promotion of self-regulated learning, with no significant differences observed between faculties.
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Self-regulated learning , Teacher training , Self-efficacy , Teaching practices , Higher education
Bruna D, Pérez MV, Bustos C and Villarroel V (2023) The impact of a university teacher training program promoting selfregulated learning on teacher knowledge, selfefficacy, and practices. Front. Educ. 8:1007137. doi: 10.3389/feduc.2023.1007137