Publication: The impact of a university teacher training program promoting self-regulated learning on teacher knowledge, self-efficacy, and practices
| dc.contributor.author | Bruna, Daniela | |
| dc.contributor.author | Pérez, María Victoria | |
| dc.contributor.author | Bustos, Claudio | |
| dc.contributor.author | Villarroel Verónica | |
| dc.date.accessioned | 2023-09-26T21:01:48Z | |
| dc.date.available | 2023-09-26T21:01:48Z | |
| dc.date.issued | 2023 | |
| dc.description.abstract | 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. | |
| dc.description.version | Versión publicada | |
| dc.format.extent | 9 p. | |
| dc.identifier.citation | 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 | |
| dc.identifier.doi | https://doi.org/10.3389/feduc.2023.1007137 | |
| dc.identifier.uri | https://repositorio.udd.cl/handle/11447/7977 | |
| dc.language.iso | en | |
| dc.subject | Self-regulated learning | |
| dc.subject | Teacher training | |
| dc.subject | Self-efficacy | |
| dc.subject | Teaching practices | |
| dc.subject | Higher education | |
| dc.title | The impact of a university teacher training program promoting self-regulated learning on teacher knowledge, self-efficacy, and practices | |
| dc.type | Article | |
| dcterms.accessRights | Acceso abierto | |
| dcterms.source | Frontiers in Education | |
| dspace.entity.type | Publication | |
| relation.isAuthorOfPublication | 99ec4167-543f-478f-b953-326862050889 | |
| relation.isAuthorOfPublication.latestForDiscovery | 99ec4167-543f-478f-b953-326862050889 |