This multiple case study examined how secondary science teachers supported their students’ self-regulated learning development after an intensive, year-long, professional development. The results suggest that the teachers largely used the SRL coaching strategies of observation and emulation, emphasized different SRL processes, while less than half of the teachers explicitly encouraged their students to use the self-reflection phase of SRL to guide future cycles of SRL. Additionally, even though the majority of the teachers established process goals for their instruction, they evaluated their students with reference to product goals.

中文翻译：

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探究中学科学学生自主学习技能的教师发展

这个多案例研究研究了中学科学教师如何在为期一年的密集专业发展后支持学生的自我调节学习发展。结果表明，教师主要使用观察和模拟的 SRL 辅导策略，强调不同的 SRL 过程，而不到一半的教师明确鼓励学生使用 SRL 的自我反思阶段来指导 SRL 的未来循环。此外，尽管大多数教师为他们的教学制定了过程目标，但他们还是会参考产品目标来评估学生。