Student self-directed learning (SDL) has been the focus of curriculum reforms in various countries in recent years. The general guidelines of national twelve-year school education programs also often em-phasize the cultivation of lifelong learning at all educational stages. Numerous studies have noted that the promotion of SDL by teachers through instruction and guidance can enhance students’ motivation and academic achievement. Despite its growing prominence and popularity, there is still a lack of re-search on teachers’ knowledge, beliefs, and practices regarding SDL. This study explored the changes in knowledge and beliefs about SDL exhibited by a technical high school mathematics teacher who was committed to improving their understanding and skills through self-regulated teaching (SRT). Using the mathematics SRT assessment tool developed by Chen and Lin (2023), this study also analyzed the teacher’s classroom discourse related to SDL. The main findings are threefold. First, the teacher’s knowledge of SDL improved, partly through literature and partly through practical reflection. This trans-formation was based on the teacher’s accumulation of content knowledge and their analysis of student difficulties. Second, the teacher’s self-efficacy and teaching beliefs changed, primarily through curricu-lum implementation, leading to both clearer understanding of how to translate theory into teaching strat-egies and increased confidence in SRT. Third, the teacher had more generally increased their emphasis on cognitive and metacognitive teaching strategies, but there remained room for improvement in respect to their motivation to engage these strategies. Finally, the study provides recommendations on promoting SDL teaching practices and professional development for teachers aimed at helping them to guide stu-dents’ SDL and enhance their mathematics learning outcomes.
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