ABSTRACT

One of the required 21st-century skills necessary to cope with challenging tasks in teaching is nurturing active independent learners who can perform self-regulated learning (SRL). To support teachers in attaining and transferring their newly acquired knowledge and practices to real-time teaching in the classroom, an effective professional development programme should include authentic environments that enhance autonomous learners. We introduce a theoretical–practical model that integrates simulations with professional actors (SIM) with SRL principles (SIM–SRL). The current study aims to examine the contributions of the integrated SIM-SRL model, to leverage training with a unique simulative environment supported by metacognitive SRL questions and to nurture student-centred practices. In a quasi-experimental study, we examined the environmental effects on 113 primary school teachers by comparing three groups: SIM–SRL, SIM only, and a control exposed to a meaningful learning programme. Video-recorded lessons and self-reflections after the lesson revealed four student-centred teaching practices that support SRL: knowledge construction, metacognitive questions, think-time and collaboration. Results indicated that teachers in the SIM-SRL group had significantly higher performance scores, followed by the SIM group, which in turn outperformed the control group. Implications for professional development programmes are discussed.

摘要

应对具有挑战性的教学任务所必需的 21 世纪技能之一是培养能够进行自我调节学习 (SRL) 的积极独立学习者。为了支持教师获得新获得的知识和实践并将其转移到课堂实时教学中，有效的专业发展计划应包括增强自主学习者的真实环境。我们引入了一个理论-实践模型，该模型将模拟与专业演员 (SIM) 与 SRL 原则 (SIM-SRL) 相结合。当前的研究旨在检查集成 SIM-SRL 模型的贡献，利用由元认知 SRL 问题支持的独特模拟环境进行培训，并培养以学生为中心的实践。在一项准实验研究中，我们通过比较三组来检查环境对 113 名小学教师的影响：SIM-SRL、仅 SIM 和接受有意义学习计划的对照组。课后视频录制的课程和自我反思揭示了四种支持 SRL 的以学生为中心的教学实践：知识构建、元认知问题、思考时间和协作。结果表明，SIM-SRL 组教师的表现得分明显较高，其次是 SIM 组，而后者又优于对照组。讨论了对专业发展计划的影响。课后视频录制的课程和自我反思揭示了四种支持 SRL 的以学生为中心的教学实践：知识构建、元认知问题、思考时间和协作。结果表明，SIM-SRL 组教师的表现得分明显较高，其次是 SIM 组，而后者又优于对照组。讨论了对专业发展计划的影响。课后视频录制的课程和自我反思揭示了四种支持 SRL 的以学生为中心的教学实践：知识构建、元认知问题、思考时间和协作。结果表明，SIM-SRL 组教师的表现得分明显较高，其次是 SIM 组，而后者又优于对照组。讨论了对专业发展计划的影响。