Examining the Relationship Between Preservice Teachers' Performance and Cognitive Engagement in Designing Lesson Plans

• In Event: 61.069 - MTCC Roundtable Session 24
  In Roundtable Session: 61.069-9 - Data Analytics and Research Methodologies in Cognition and Learning

Abstract

Research on both self-regulated learning (SRL) and cognitive engagement aims to understand students’ functioning and performance within academic settings. However, few studies have examined SRL and cognitive engagement simultaneously in one study. This paper examined how pre-service teachers self-regulate their cognitive engagement in a task of designing lesson plan in nBrowser, an intelligent web browser designed to support teacher professional learning. Text pre-processing techniques were applied on 65 participants’ lesson plans to derive linguistic features that characterized their psychological states. The results demonstrated that high performers who obtained high scores in lesson plans were more cognitively engaged in the task than low performers, reflected by use of more cognitive activities, as well as a higher level of cognitive complexity.

Authors

• Shan Li, McGill University

• Lingyun Huang, McGill University

• Eric G. Poitras, University of Utah

• Susanne P. Lajoie, McGill University