Supporting Teachers' SRL Beliefs and Practices with Immersive Learning Environments: Evidence from a Unique Simulations-Based Program

摘要

Empirical evidence indicates that, as a result of teachers' belief systems and the absence of self-regulated learning (SRL) development for teaching practice, teachers are challenged by the adoption of SRL in learning and teaching. This study explored a support program for SRL through quasi-experimental design to encourage aspects of SRL (planning, monitoring, evaluation) stimulated in a unique immersive simulation learning environment. Participants were 72 primary school teachers assigned to experimental or control groups. Results show that the teachers from the experimental group have shifted their beliefs towards autonomous learning and used more SRL in lesson planning and teaching reflections.