The Impact of an Online Professional Development Course on Teachers’ Comprehension and Self-Efficacy in Developing Students’ Self-Regulated Learning Skills

Inga Linde (), Edite Sarva and Linda Daniela
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Inga Linde: Faculty of Education, Psychology and Art, University of Latvia, LV-1586 Riga, Latvia
Edite Sarva: Faculty of Education, Psychology and Art, University of Latvia, LV-1586 Riga, Latvia
Linda Daniela: Faculty of Education, Psychology and Art, University of Latvia, LV-1586 Riga, Latvia

Sustainability, 2023, vol. 15, issue 12, 1-14

Abstract: The ongoing process of digitalisation requires teachers not only to use technologies in their lessons to provide high quality opportunities for learning, but also to learn through this format themselves. In recent years, a new competence-based curriculum has been implemented in Latvia, introducing new content and paying attention to self-regulated learning (SRL) as one of the transversal skills. This requires appropriate teacher professional development (TPD) and the implementation of various digital solutions in teaching and learning, especially since the COVID-19 pandemic. Considering the benefits of online learning and the importance of SRL skills for ensuring sustainable lifelong learning, an online TPD course was conducted to enhance teachers’ knowledge of SRL and self-efficacy in developing students’ SRL skills. The course was attended by 126 teachers of grades 7–12. The research analyses teachers’ self-evaluation of the impact of the online TPD course on their knowledge and skills in developing students’ SRL skills, and data prove that both teachers’ theoretical understanding and competence in developing students’ SRL skills can be significantly improved through this format of TPD.

Keywords: online professional development; self-regulated learning; impact of online teacher professional development; self-efficacy; sustainable education (search for similar items in EconPapers)
JEL-codes: O13 Q Q0 Q2 Q3 Q5 Q56 (search for similar items in EconPapers)
Date: 2023
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