Latent Profiles of Self-Regulated Learning and Their Impacts on Teachers' Technology Integration

Autor/inn/en	Huang, Lingyun; Li, Shan; Poitras, Eric G.; Lajoie, Susanne P.
Titel	Latent Profiles of Self-Regulated Learning and Their Impacts on Teachers' Technology Integration
Quelle	In: British Journal of Educational Technology, 52 (2021) 2, S.695-713 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Huang, Lingyun) ORCID (Poitras, Eric G.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0007-1013
DOI	10.1111/bjet.13050
Schlagwörter	Metacognition; Teaching Methods; Technology Integration; Technological Literacy; Pedagogical Content Knowledge; Correlation; Lesson Plans; Information Technology; Preservice Teachers; Computer Assisted Instruction; Computer Software; Task Analysis; Profiles; Comparative Analysis; Instructional Design; Role + Suchen Sie Ihr Suchwort? Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Teaching method; Lehrmethode; Unterrichtsmethode; Technisches Wissen; Pädagogische Kompetenz; Korrelation; Lesson planning; Unterrichtsplanung; Informationstechnologie; Computer based training; Computerunterstützter Unterricht; Aufgabenanalyse; Charakterisierung; Profilanalyse; Lesson concept; Lessonplan; Unterrichtsentwurf; Rollen
Abstract	Past research shows that both teachers' technological pedagogical content knowledge (TPACK) and their engagement in metacognitive activities are essential to technology integration in the classroom. However, the interplay between teachers' TPACK ability and their metacognitive skills is still underexplored, especially in the context of developing technology-infused lesson plans. This study examined how the interrelations among metacognitive activities and TPACK constructs affected preservice teachers' technology integration in instructional design. Sixty-four preservice teachers designed a lesson with nBrowser, a computer-based learning environment (CBLE) that helps teachers incorporate technology into instruction by promoting self-regulated learning (SRL). Drawing on the lesson plans, we extracted six types of metacognitive processes preservice teachers exhibited while solving the task and generated two distinct SRL profiles according to the identified latent profile of metacognitive patterns. The competent self-regulated learners demonstrated more efforts in metacognitive monitoring activities than the less competent self-regulated learners in regulating their task solving processes. When comparing TPACK comprehension and design performance between the two profiles, the competent self-regulated learners outperformed the less competent self-regulated learners on comprehension and design outcomes. This study provides deep insights into teachers' self-regulation in CBLEs and emphasizes the pivotal role of metacognition and SRL in teachers' TPACK development. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01