The Effects of Blended Training Models on Self-Regulated Learning Abilities of In-Service Science Teachers

Exploring the implementation of blended learning models, which deeply integrate online and offline components, has become a critical issue in the digital transformation of current teacher training. This research aims to investigate the impact mechanism of blended learning models on teachers' self-regulated learning (SRL) ability and technology integration self-efficacy. Based on the SRL framework, a blended learning model that closely integrates online and offline elements was designed. A quasi-experimental design was employed, with experimental and control groups. Adapted scales for teacher self-regulated learning ability and technology integration self-efficacy were used to analyse the self-regulated learning regulation level, technology integration self-efficacy, and learning outcomes of primary school science teachers from Y Province who participated in a 42-day training programme, both before and after the training. The results indicate that the blended learning model designed in this study significantly enhanced primary school science teachers' technology integration self-efficacy and improved their self-regulated learning regulation mechanisms, providing a valuable reference for teacher professional development and training in the digital age.