Investigation of primary school teachers' beliefs on self-regulated learning with the conceptual change approach

This research; The aim of this study is to examine primary school teachers' beliefs about self-regulated learning with a conceptual change approach. The relational scanning model, one of the general scanning models, was used in the research. The universe of the research consists of 407 primary school teachers affiliated with the 2020- 2021 Manisa Provincial Directorate of National Education. Data collection studies in the research were carried out online due to the Covid-19 pandemic. A random sampling method was used in sample selection. The data collection tool was adapted from the "a Beliefs about Learning and Teaching (BALT)" developed by (Vosniadou et al., 2020). The translation of the scale into Turkısh was made by a native English speaker and an education scientist. Exploratory and Confirmatory Factor Analysis, including questions testing demographic data, was applied to 330 students who were not in the research group. For the reliability of the scale, test-retest and internal consistency coefficient methods were used. The validity and reliability studies of the scale were carried out with the 3rd and 4th-grade students of Celal Bayar University Faculty of Education and the sample selected from Manisa Merkez district primary schools. Research data were analyzed by the Structural equation modeling method. SPSS 25 and SPSS AMOS 25 programs were used in the data analysis. As a result of the research, positive significant relationships were found between teachers' beliefs about constructivist learning and self-regulated learning and teachers' beliefs that learning strategies can be taught. In addition, positive correlations were found between direct transfer beliefs, self-regulated learning increases student achievement, and constructivist beliefs. Based on these data, the coexistence of traditional and innovative concepts shows that teachers have consistent and inconsistent belief levels. Keywords: Self-regulation, conceptual change theory, learning and teaching beliefs.