Process analysis of teachers’ self-regulated learning patterns in technological pedagogical content knowledge development

Abstract

Self-regulated learning (SRL) has a predictable and instrumental effect on learning complicated knowledge. This study investigates the role of SRL in acquiring technological pedagogical content knowledge (TPACK), an important aspect of teachers' effective technology use. The present study identified several regulatory procedural patterns used by teachers in the context of their TPACK achievements. A computer-based context, nBrowser, was used to facilitate teachers lesson planning around technology usage. Teachers log file data were analyzed using process mining approaches. Findings indicate that high TPACK performers are more likely to perform self-regulative activities (e.g., monitoring) in developing TPACK compared to the low performers. Higher TPACK performers are more goal-oriented, demonstrate more monitoring and are more iterative in using all SRL processes in contrast to low performers who only partially regulate their problem solving. Such findings support previous research. This study adopts a novel approach for understanding the relations between SRL and TPACK. It offers opportunities to examine how teachers enact SRL as they move from the beginning to later stages of designing lessons and provides insights to researchers who study SRL in TPACK domains. Furthermore, the findings can assist educational designers in developing interventions for promoting TPACK development by concentrating on teachers’ SRL abilities.