The challenge of self-regulated learning in mathematics teachers' professional training

This study investigated mathematics teachers' professional knowledge among
elementary school teachers exposed to a professional training program that either supported
self-regulated learning (SRL) or offered no SRL support (no-SRL). The SRL support was
based on the IMPROVE metacognitive self-questioning method that directs students'
attention to understanding when, why, and how to solve problems (Kramarski and Mevarech,
Am Educ Res J 40:281-310, 2003). Sixty-four Israeli elementary teachers participated in a
month-long professional development program to enhance mathematical and pedagogical
knowledge. The course was part of a 3-year professional development program sponsored by
the Israeli Ministry of Education. This mixed-method study included quantitative assessments
of teachers' professional knowledge in mathematical problem solving for an authentic task
based on Program for International Student Assessment's framework (Program for
International Student Assessment, 2003) and in lesson planning, as well as qualitative
interviews and videotaped observations of two teachers. Results indicated that teachers in the
SRL program outperformed those in the no-SRL program on various problem solving skills
(e.g., reflection and conceptual mathematical explanations) and lesson planning (e.g., task
demands and teaching approach). Videotaped observations of actual teaching indicated that
the SRL-trained teacher demonstrated more teaching practices that aimed to promote students'
understanding and better supported students' regulation of their own learning, compared to
the no-SRL-trained teacher. We discuss educational and practical implications.