Scaffolding student teachers' information‐seeking behaviours with a network‐based tutoring system

Poitras, Eric; Mayne, Zachary; Huang, Lingyun; Udy, Laurel; Lajoie, Susanne P.

doi:10.1111/jcal.12380

Cited by 16 publications

(17 citation statements)

References 63 publications

(81 reference statements)

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“…Poitras, Doleck, et al . (2018) found similar findings where dynamic metacognitive scaffolds better‐supported preservice teachers in assimilating TPACK related information into their lesson plans than teachers in a static scaffolding condition. A comprehensive model is needed that links the inherent constructs of SRL to teacher learning and instructional planning to enhance TPACK.…”

Section: Conceptual Frameworkmentioning

confidence: 69%

“…However, most students have difficulty in deploying these processes. Consequently, researchers emphasize that SRL training or external supports could enhance students’ regulating skills, and thus lead to learning gains (Azevedo, Cromley, Winters, Moos, & Greene, 2005; Azevedo & Cromley, 2004; Bannert et al ., 2015; Kramarski & Michalsky, 2010; Krishna, Pelachaud, & Kappas, 2019; Poitras, Mayne, et al ., 2018; Siadaty, Gašević, & Hatala, 2016).…”

Section: Discussionmentioning

confidence: 99%

“…Extensive empirical research has revealed the different regulatory processes in response to the different contents and strategies involved in a task (Poitras & Lajoie, 2013). Domain‐specificity of SRL has been reported in other domains, ie, historical reasoning (eg, Greene et al ., 2010) and clinical reasoning (eg, Poitras, Doleck, et al ., 2018). The current research provided evidence that SRL is also domain‐specific with respect to the development of TPACK.…”

Section: Discussionmentioning

confidence: 99%

“…Research suggests that self‐regulated learners are highly aware of performing these processes to regulate their learning and gain increased academic achievements (Azevedo & Cromley, 2004; Winne, 2001; Winne & Hadwin, 1998; Zimmerman, 2002). Empirical evidence demonstrates that preservice teachers who received metacognitive scaffolding had substantial TPACK gains and improved in their TPACK‐related lesson design skills (Kramarski & Michalsky, 2009, 2010; Poitras, Doleck, & Lajoie, 2018). However, a systematic understanding of how SRL processes mediate preservice teachers’ efforts to build TPACK is still lacking.…”

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confidence: 99%

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Latent profiles of self‐regulated learning and their impacts on teachers’ technology integration

Huang¹,

Li²,

Poitras³

et al. 2020

Brit J Educational Tech

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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. What is already known about this topic Success in technology integration calls for teachers’ conceptual understanding of technological pedagogical content knowledge (TPACK). Teachers’ self‐regulated learning (SRL) ability mediates their TPACK development since metacognitive activities in the SRL process enable teachers to monitor and evaluate TPACK learning towards the sophisticated levels of TPACK. What this paper adds nBrowser, the computer‐based learning environment fosters teachers’ engagement in regulated TPACK development. Analysis of teachers’ lesson plans affords opportunities to identify teachers’ specific metacognitive processes in self‐regulated TPACK development. Latent profile analysis helps to understand the heterogeneity of teachers’ metacognitive processes and establish distinctive profiles regarding teachers’ self‐regulation. Teachers’ TPACK development differed significantly across distinctive SRL profiles. Implications for practice and/or policy Teacher educators should find ways to support teachers’ SRL ability in technology education. The identification of SRL profiles could contribute to designing metacognitive scaffolds in the specific domain of teachers’ technology education.

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Section: Conceptual Frameworkmentioning

confidence: 69%

Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

mentioning

confidence: 99%

See 2 more Smart Citations

Latent profiles of self‐regulated learning and their impacts on teachers’ technology integration

Huang¹,

Li²,

Poitras³

et al. 2020

Brit J Educational Tech

Self Cite

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“…Dahlqvist / Information-seeking behaviours of teacher students 17 sources. Another article, an experimental study (Poitras et al, 2019), researchers investigated students' use of educational technology and research evidence in a lesson planning context. Based on students' searching skills, the tutoring system was designed to optimise the system's online resources recommendations.…”

Section: Information-searching Skillsmentioning

confidence: 99%

Information-seeking behaviours of teacher students: A systematic review of quantitative methods literature

Dahlqvist

2021

EFI

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Teachers are the key to an inclusive and quality education for all. Therefore, the training of teachers and teacher students and understanding how they learn is crucial. This also applies to information-seeking behaviours as part of learning. This systematic literature review explores the observed research gap regarding teacher students’ information-seeking behaviours. Of specific interest is information-seeking affective behaviours and the research practice context. Preferred Reporting Items for Systematic reviews and Meta-Analyses (PRISMA) guided the review process. Searches were conducted in three key research databases and resulted in 1006 references. Abstracts and titles were screened and assessed using Rayyan. After screening, 58 publications were chosen for the qualitative synthesis, of which 39 used only or partly quantitative methods and thereby of interest for the review. The results were then analysed through thematic analysis. The results revealed a research gap regarding quantitative and mixed methods studies of non-normative and qualitative features of teacher students’ information-seeking behaviours, especially affective behaviours and in research practices. This is the first systematic review of teacher students’ information-seeking behaviours. Thus, a valuable contribution to information-seeking behaviour and information literacy research has been provided.

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Self-Regulated Learning Interventions for Pre-service Teachers: a Systematic Review

Ortube,

Panadero,

Dignath

2024

Educ Psychol Rev

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Self-regulated learning (SRL) is a key competence for pre-service teachers to develop, both for their own activities as learners and for their future activities as teachers. Therefore, it is crucial to understand how pre-service teachers can be supported in acquiring SRL competence in their initial training. To reach this aim, we conducted a systematic review of SRL interventions for pre-service teachers. Sixty-six intervention studies fulfilled the inclusion criteria. We explored three aspects of those SRL interventions, and how they moderate the interventions’ effectiveness: (1) the theoretical and practical underpinnings of SRL, (2) whether the intervention aimed to promote SRL learning and/or teaching of SRL, and (3) the intervention’s pedagogical characteristics and content related to the SRL professional competences. We found that the most effective SRL interventions (1) focused the training on one or two SRL areas (especially cognition and metacognition); (2) when targeted both, SRL learning and teaching of SRL, pre-service teachers’ SRL skills improved as well as their pedagogical skills; and (3) addressed direct and implicit SRL instruction, inside which self-assessment of learning and teaching practices appear as an effective pedagogical method. We derive implications from our findings for designing effective SRL interventions for prospective teachers.

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Scaffolding student teachers' information‐seeking behaviours with a network‐based tutoring system

Cited by 16 publications

References 63 publications

Latent profiles of self‐regulated learning and their impacts on teachers’ technology integration

Latent profiles of self‐regulated learning and their impacts on teachers’ technology integration

Information-seeking behaviours of teacher students: A systematic review of quantitative methods literature

Self-Regulated Learning Interventions for Pre-service Teachers: a Systematic Review

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