Learning to Support Self-Regulation: Empowering Preschool Teachers Through Understanding by Design and Blended Learning
Yazarlar (4)
Doç. Dr. Seda Saraç Bahçeşehir Üniversitesi, Türkiye
Prof. Dr. Hülya GÜLAY OGELMAN Sinop Üniversitesi, Türkiye
Nihal Yurtseven Bahçeşehir Üniversitesi, Türkiye
Doç. Dr. Ergün Akgün Bahçeşehir Üniversitesi, Türkiye
| Makale Türü | Özgün Makale (ESCI dergilerinde yayınlanan tam makale) | ||
| Dergi Adı | Teacher Development | ||
| Dergi ISSN | 1366-4530 Dergi Bilgileri (2025) | ||
| Dergi Tarandığı Indeksler | Scopus | ||
| Makale Dili | İngilizce | Basım Tarihi | 04-2025 |
| Kabul Tarihi | – | Yayınlanma Tarihi | 11-10-2024 |
| Cilt / Sayı / Sayfa | 29 / 3 / 510–532 | DOI | 10.1080/13664530.2024.2408373 |
| Makale Linki | https://www.tandfonline.com/doi/epdf/10.1080/13664530.2024.2408373?needAccess=true | ||
| UAK Araştırma Alanları |
Okul Öncesi Eğitimi
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| Özet |
| In this study, preschool teachers’ self-regulation knowledge and practices were improved through a professional development program. The program was crafted using the Understanding by Design framework to facilitate the transfer of learned concepts into the classroom. A blended learning approach with synchronous and asynchronous components was used to accommodate time and location constraints. The program covered executive functions, metacognition, emotion regulation, and motivation regulation in five modules. Program effectiveness was assessed using a nested mixed-method design. The study included 68 preschool teachers from 26 Turkish cities. Pre- and post-tests were used to collect quantitative data, while electronic survey forms and focus group interviews were used to collect qualitative data. The program significantly increased teachers’ use of metacognition and emotional-motivational … |
| Anahtar Kelimeler |
| blended learning | preschool teachers | Self-regulation | teacher professional development |
BM Sürdürülebilir Kalkınma Amaçları
| Atıf Sayıları | |
| Web of Science | 2 |
| Scopus | 2 |
| Google Scholar | 4 |