Novice teachers’ knowledge of effective study strategies

This survey research, assessed whether novice secondary school teachers knew and understood the effectiveness of empirically-supported learning strategies, namely spaced practice, retrieval interleaved using multimodal representations, elaborative interrogation worked-out examples. These ‘proven’ strategies can be contrasted with frequently used that have been found to less effective, such as re-reading, taking verbatim notes, highlighting/underlining, summarizing, cramming. study broadens previous research on teachers’ knowledge by both refining extending methodology in scenario studies, administering it a different, previously unexplored population. Novice enrolled teacher training program (N = 180) Flanders, Belgium were presented three-part survey, consisting open-ended questions, scenarios list strategies. The results show misconceptions about effective are widespread suggests they unaware several specific could benefit student retention. While popular but highlighting summarising commonly named them this was not case for proven (e.g., studying examples, interleaving, multi-modal representations) which or hardly mentioned. We conclude adds growing literature is only students, also who make suboptimal metacognitive judgments when comes learning. Explicit instruction evidence-informed should stressed included professional development programs initial training.