Micro-learning in designing professional development for ICT teacher leaders: The role of self-regulation and perceived learning

Abstract

ABSTRACTDigital technologies provide opportunities for enhancing teaching, learning and teacher professional development (TPD). Some TPD courses can now be learned online and require trainees to conduct self-regulated learning (SRL). The revised Self-Regulated Learning Model (RSRLM) defines seven components of self-regulation: motivation, engagement, forethought, performance, reflection, monitoring, and management. This study examined self-regulated learning processes, strategies and challenges in the context of a micro-learning, blended TPD course for ICT leaders, aimed to expose them to advanced pedagogical-technological knowledge and practices. The participants were 172 Israeli ICT school leaders. Data collection through a multiple-choice and open-ended questionnaire was followed-up by semi-structured interviews with 13 of the participants. The coding (n = 953) revealed all seven components of the RSRLM model. In addition, bottom-up coding revealed characteristics of cognitive (n = 323) and emotional perceived learning (n = 405). Finally, multiple regression analysis explained 16.2% of variance in TPD achievement by seniority in teaching, seniority in teacher training, and cognitive perceived learning. In addition, cognitive and emotional perceived learning explained 48.4% of variance in willingness to participate in future TPD courses using the micro-learning approach. We discuss the implications of the findings for SRL theory, the perceived learning framework, and the practice of TPD.