Learning to support self-regulation: empowering preschool teachers through understanding by design and blended learning

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dc.authoridYurtseven, Nihal/0000-0002-1338-4467
dc.authoridGULAY OGELMAN, Hulya/0000-0002-4245-0208
dc.authoridSarac, Seda/0000-0002-4598-4029
dc.contributor.authorSarac, Seda
dc.contributor.authorOgelman, Hulya Gulay
dc.contributor.authorYurtseven, Nihal
dc.contributor.authorAkgun, Ergun
dc.date.accessioned2025-03-23T19:34:51Z
dc.date.available2025-03-23T19:34:51Z
dc.date.issued2024
dc.departmentSinop Üniversitesi
dc.description.abstractIn 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 regulation practices. Teachers' belief in children's control potential improved, resulting in significant shifts in their understanding and application of self-regulation.
dc.description.sponsorshipTurkish Scientific and Technological Research Council [221K199]
dc.description.sponsorshipThis work was supported by the Turkish Scientific and Technological Research Council (221K199).
dc.identifier.doi10.1080/13664530.2024.2408373
dc.identifier.issn1366-4530
dc.identifier.issn1747-5120
dc.identifier.scopus2-s2.0-85206202835
dc.identifier.scopusqualityQ2
dc.identifier.urihttps://doi.org/10.1080/13664530.2024.2408373
dc.identifier.urihttps://hdl.handle.net/11486/5751
dc.identifier.wosWOS:001330040800001
dc.identifier.wosqualityN/A
dc.indekslendigikaynakWeb of Science
dc.indekslendigikaynakScopus
dc.language.isoen
dc.publisherRoutledge Journals, Taylor & Francis Ltd
dc.relation.ispartofTeacher Development
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanı
dc.rightsinfo:eu-repo/semantics/closedAccess
dc.snmzKA_WOS_20250323
dc.subjectSelf-regulation
dc.subjectpreschool teachers
dc.subjectteacher professional development
dc.subjectblended learning
dc.titleLearning to support self-regulation: empowering preschool teachers through understanding by design and blended learning
dc.typeArticle

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