Chemistry Teacher International,
Journal Year:
2023,
Volume and Issue:
5(2), P. 189 - 201
Published: June 1, 2023
Abstract
Learners’
independence
and
self-regulated
learning
(SRL)
may
be
achieved
by
online
teaching,
promoting
learners’
21
st
century
skills.
Transitioning
into
teaching
requires
a
variety
of
teachers’
knowledge
types
competencies.
Mapping
these
with
dedicated
tool
can
help
improve
professional
development
processes
to
enhance
the
SRL
teachers
subsequently
students.
We
aimed
at
investigating
chemistry
expressed
in
assignments
they
had
designed,
which
included
guidelines
foster
their
students’
SRL,
reviewing
reflections
upon
implementing
assignments.
The
participants
were
20
high
school
teachers,
who
took
part
two
programs
focusing
on
fostering
skills
assignments,
designed.
Research
tools
written
reflections.
analyzed
using
special
rubric,
consists
three
knowledge:
technological
pedagogical
content
(TPACK),
assessment
(AK),
SRL.
Findings
show
that
analysis
rubric
designed
enabled
identifying
various
teacher
levels.
use
validated
for
mapping
assessing
is
methodical
contribution
research
development.
New Directions for Teaching and Learning,
Journal Year:
2023,
Volume and Issue:
2023(174), P. 25 - 32
Published: June 1, 2023
Abstract
The
goal
of
this
chapter
is
to
propose
a
cyclical
process
how
teachers
can
use
multimodal
multichannel
data
cognitive,
affective,
metacognitive,
motivational,
and
social
processes
assist
with
the
understanding
their
own
students’
self‐regulated
learning
(SRL),
subsequent
instructional
decision
making.
What
differentiates
our
proposed
framework
from
theories
that
we
cycle
occurs
throughout
all
phases
in
real
time.
In
chapter,
outline
each
component
framework,
followed
by
discussion
future
steps
discuss
view
classroom
they
help
them
We
aim
make
it
clear
that:
(1)
stages
are
non‐linear
interdependent,
which
represents
foundation
SRL
theory
structure
learning,
(2)
highlights
using
any
technological
tool
teachers,
not
replace
them.
Chemistry Teacher International,
Journal Year:
2023,
Volume and Issue:
5(2), P. 203 - 211
Published: June 1, 2023
Abstract
Online
learning
has
significantly
evolved
in
recent
years.
Although
it
allows
for
greater
flexibility,
studies
show
that
this
flexibility
also
poses
a
challenge
individual
learners
who
are
required
to
manage
their
schedules
and
complete
specific
tasks
independently.
Therefore,
success
an
online
environment
relies
heavily
on
the
learner’s
self-regulated
(SRL)
ability
act
independently
be
active
process.
SRL
is
dynamic
can
improved
with
proper
guidance.
This
good
practice
report
discusses
workshop
guides
teachers
identify
enhance
students’
SRL.
It
focuses
engaging
processes
while
examining
six
dimensions:
goal
setting,
environment,
strategy,
time
management,
seeking
help,
self-evaluation.
Journal of Science Teacher Education,
Journal Year:
2023,
Volume and Issue:
35(3), P. 221 - 242
Published: July 31, 2023
The
use
of
data
to
explain
natural
phenomena
has
been
a
core
feature
science
education,
and
educators
continue
call
for
an
increased
emphasis
on
teaching
practices.
This
mixed
methods
design-based
research
study
adds
the
growing
body
practices
in
by
explaining
learning
trends
teachers
involved
three-year
collaborative
professional
development
(PD)
using
computational
thinking
(CT)
self-regulated
(SRL)
as
means
support
implementing
PD
resulted
long-term
high-quality
teacher
outcomes
all
three
elements
(data
practices,
CT,
SRL)
despite
upheaval
platforms
due
COVID-19
pandemic.
Since
were
research,
their
focused
collaboratively
creating
electronic,
interactive
notebook
with
lessons
classrooms
across
United
States.
Creating
common
product
outcome
may
have
served
motivation
learn
about
implement
more
SRL,
which
suggests
that
is
another
valuable
design
PD.
Chemistry Teacher International,
Journal Year:
2023,
Volume and Issue:
5(2), P. 189 - 201
Published: June 1, 2023
Abstract
Learners’
independence
and
self-regulated
learning
(SRL)
may
be
achieved
by
online
teaching,
promoting
learners’
21
st
century
skills.
Transitioning
into
teaching
requires
a
variety
of
teachers’
knowledge
types
competencies.
Mapping
these
with
dedicated
tool
can
help
improve
professional
development
processes
to
enhance
the
SRL
teachers
subsequently
students.
We
aimed
at
investigating
chemistry
expressed
in
assignments
they
had
designed,
which
included
guidelines
foster
their
students’
SRL,
reviewing
reflections
upon
implementing
assignments.
The
participants
were
20
high
school
teachers,
who
took
part
two
programs
focusing
on
fostering
skills
assignments,
designed.
Research
tools
written
reflections.
analyzed
using
special
rubric,
consists
three
knowledge:
technological
pedagogical
content
(TPACK),
assessment
(AK),
SRL.
Findings
show
that
analysis
rubric
designed
enabled
identifying
various
teacher
levels.
use
validated
for
mapping
assessing
is
methodical
contribution
research
development.
