Teaching self-regulation through role modeling in K-12

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dc.authorid0000-0002-7506-8750
dc.authorscopusid56682206100
dc.contributor.authorAdıgüzel, Tufan
dc.contributor.authorAşık, Gürsu
dc.contributor.authorBulut, Mehmet Akın
dc.contributor.authorKaya, Mehmet Haldun
dc.contributor.authorÖzel, Serkan
dc.contributor.otherEğitim Bilimleri Fakültesi, Rehberlik ve Psikolojik Danışmanlık Bölümü
dc.date.accessioned2023-02-28T12:13:09Z
dc.date.available2023-02-28T12:13:09Z
dc.date.issued2023
dc.departmentİHÜ, Eğitim Bilimleri Fakültesi, Rehberlik ve Psikolojik Danışmanlık Bölümü
dc.description.abstractFor K-12 teachers to develop effective teaching skills, integration of role modeling strategies into teaching and learning process as a dimension of selfregulated learning is of the foremost value. Role modeling strategy training through a hybrid professional development model bears the potential to serve as a facilitating component in promoting K-12 teachers’ instructional competence. Conducted within the selfregulated learning framework, this study suggested findings of a teacher professional development training aimed at role modeling strategy implementation at K-12 level. Pursuing a mixed-method model, the current research was performed with 16 teachers who were trained and supervised to integrate role-modeling strategies into their teaching context. In this study, the data sources were role-modelingintegrated lesson plans, trainers’ feedback on these lesson plans, and online student products. The data collection methods included lesson plan evaluation through a role-modeling rubric in a quantitative fashion, whereas content analysis of trainer feedback on lesson plans, latterly revised lesson plans and online student products composed the qualitative aspect. Results revealed that this professional development training achieved significantly positive changes in teachers’ role modeling strategy implementation skills, particularly in terms of teachers’ role as agents in students’ self-regulated learning skills, promotion of student-centered learning and overall improvement in students’ self-regulated learning skills. Further, the integration of education technology tools into lessons was observed to have a positive impact on enhancing students’ self-regulated learning skills. This study could offer major contributions to designing teacher professional development training for researchers, practitioners, and teacher trainers, particularly in role modeling dimension of selfregulated learning.
dc.identifier.citationAdıgüzel, T., Aşık, G., Bulut, M. A., Kaya, M. H. ve Özel, S. (2023). Teaching self-regulation through role modeling in K-12. Frontiers in Education, 8, 1-14. http://doi.org/10.3389/feduc.2023.1105466
dc.identifier.doi10.3389/feduc.2023.1105466
dc.identifier.endpage14
dc.identifier.issn2504284X
dc.identifier.scopus2-s2.0-85148522981
dc.identifier.scopusqualityQ2
dc.identifier.startpage1
dc.identifier.urihttp://doi.org/10.3389/feduc.2023.1105466
dc.identifier.urihttps://hdl.handle.net/20.500.12154/2084
dc.identifier.volume8
dc.identifier.wosWOS:000938751900001
dc.identifier.wosqualityQ2
dc.indekslendigikaynakScopus
dc.indekslendigikaynakWeb of Science
dc.institutionauthorBulut, Mehmet Akın
dc.institutionauthorid0000-0002-7506-8750
dc.language.isoen
dc.publisherFrontiers Media S.A.
dc.relation.ispartofFrontiers in Education
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanı
dc.rightsinfo:eu-repo/semantics/openAccess
dc.subjectSelf-Regulated Learning
dc.subjectRole Modeling
dc.subjectTeacher Training
dc.subjectProfessional Development
dc.subjectEducation Technology
dc.subjectK-12
dc.titleTeaching self-regulation through role modeling in K-12
dc.typeArticle
dspace.entity.typePublication
relation.isAuthorOfPublication8514b19b-8eee-4ad2-83fc-24a77ab06df9
relation.isAuthorOfPublication.latestForDiscovery8514b19b-8eee-4ad2-83fc-24a77ab06df9
relation.isOrgUnitOfPublication5237ecdd-ea50-4c56-a9b2-80a402ceb7be
relation.isOrgUnitOfPublication.latestForDiscovery5237ecdd-ea50-4c56-a9b2-80a402ceb7be

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