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This explorative case study investigates a game-based approach to the professional development of in-service teachers in Self-Regulated Learning. The impact of this approach was assessed in terms of acceptance of the game, knowledge gain and changes in teachers' beliefs concerning the importance of nine design principles that can be adopted to foster the development of students' SRL skills. Our findings suggest that the game-based approach adopted in this study was well-accepted, with Wilcoxon tests revealing that the mean rating is significantly different from the median point of the scale for all items measured after game use. As for teachers' learning gains and changes in beliefs, a questionnaire submitted to participants before and after the gameplay showed significant changes in knowledge and a more varied but generally positive trend in terms of changes in beliefs. Thus, the study's findings advocate for increased dedication to researching and experimenting with the incorporation of games in teacher professional development, potentially extending these efforts to other educational domains. [ABSTRACT FROM AUTHOR]

The most common form of teachers' professional development (TPD) — one-shot courses using formal, transmissive methodologies — often fails to prepare teachers for complex challenges or build a long-term community of teachers. Indeed, the role of practice-sharing in informal learning contexts, and specifically in teachers' communities of practice, is regarded as essential for effective TPD in the academic literature. In this paper we argue for the need to leverage gamification and self-regulated learning skills as ways for overcoming the barriers preventing teachers from engaging in practice-sharing. The paper includes a case study of a TPD pathway in which gamification and support to self-regulated learning are harnessed to bridge the gap between formal learning and informal practices in professional development. In our proposed approach, the formal component of TPD intends to ensure an evidence-based background to teachers' competence, while the informal component intends to draw on their teaching practice to complement it. [ABSTRACT FROM AUTHOR]

This paper reports on usage and impact on learning achievements of a dashboard developed to help monitor self-regulated learning behaviours in an online professional development path. The design of the path as well as of the dashboard were grounded on a pre-existing conceptual framework distinguishing between four different types of self-regulated learning behaviours taking place in professional learning networks and underpinning professional practice sharing. One of the objectives of the path was to promote such behaviours among participants, and the dashboard was designed to support their self-monitoring. Data were collected through usage log files analysis, a survey, and pretest and posttest. The results shed light on participants' actual usage of the dashboard, their opinion regarding its usefulness in relation of its capability to measure and support their SRL processes, and the dashboard's actual impact on their learning achievements. Moreover, some limitations in the current configuration of the dashboard emerged, which can guide further development. [ABSTRACT FROM AUTHOR]