The Role of Self-Regulated Learning Activities in Preservice Teachers' Technological Pedagogical Content Knowledge (TPACK) Development

• In Event: AERA Poster Session 2
  In Poster Session: Intersections Among Technology, Instruction, Cognition, Learning, and More

Abstract

Fostering technological pedagogical content knowledge (TPACK) characterizing teachers’ meaningful integration of curriculum topics, instructional methods, and educational technologies, is a growing area of research. This study has produced an online, unobtrusive measure to examine the development of teachers’ self-regulated learning (SRL) processes as they are in the process of creating technology-based lesson plans. The study was conducted to examine the relationship between SRL activities and teacher’s ability to create technology-enhanced lesson plans. Our research demonstrated that participants who engaged in more SRL activities outperformed those with less SRL engagement with respect to creating quality lesson plans. This study highlights the importance of SRL in TPACK development and has implications for fostering the development of TPACK in pre-service teachers.

Authors

• Lingyun Huang, The Education University of Hong Kong

• Shan Li, McGill University

• Eric G. Poitras, Dalhousie University

• Susanne P. Lajoie, McGill University