Thumbnail Image
Project Title
Practicas Docentes y su impacto en la autorregulación del aprendisaje de estudiantes universitarios
Partner Organisations
Internal ID
11181220
Principal Investigator
Start Date
2018

Filters

Reset filters

Settings
Now showing 1 - 1 of 1
No Thumbnail Available
Publication

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

2023 , BRUNA JOFRE, DANIELA VALENTINA , María Victoria Pérez , Claudio Bustos , Verónica Villarroel

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 self-efficacy 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.

View