Pre-Service English Language Teachers’ Professional Development: Insights from a Self-Regulated Learning Training Model

Abstract

This study investigates how scenario-based self-regulated learning (SRL) training influences pre-service English language teachers’ teaching confidence and professional development. Employing a qualitative phenomenological design, the study captures the lived experiences of 23 pre-service teachers participating in an eight-week SRL training integrated into a Teaching Practice course. Thematic analysis of semi-structured interviews, focus groups, and observations reveals that SRL training enhances classroom management skills, instructional adaptability, and reflective practice. Participants reported increased teaching confidence and a greater capacity to bridge theoretical knowledge with practical classroom application. However, concerns were raised regarding the sustainability of SRL implementation in real-world educational contexts due to institutional constraints. The findings highlight the transformative potential of SRL-based training while emphasizing the need for ongoing mentorship and institutional support. This study contributes to the growing body of research advocating for SRL as a foundational component of teacher education and professional development.