Professional development in self-regulated learning: Shifts and variations in teacher outcomes and approaches to implementation

The purpose of this explanatory, sequential mixed methods study was to examine pretest - posttest changes in high school teachers' knowledge of self-regulated learning (SRL) and their self-efficacy and skills in applying SRL following a professional development (PD) workshop. Teacher interviews and qualitative analyses were used to assess differences in teachers’ attitudes, perceptions, and experiences when implementing SRL. In general, the 19 teachers showed large gains across all measures at posttest. Teachers who displayed advanced SRL skills following the PD exhibited more flexible, responsive, and positive perspectives on implementing SRL in the classroom than teachers with emerging SRL skills. •Professional development (PD) workshop enhanced self-regulated learning (SRL) outcomes in teachers.•Not all teachers exhibit the same level of growth following the PD workshop.•Level of teacher SRL skill following PD relates to attitudes and approaches to SRL implementation.