Abstract
Teachers have long been using mobile devices to support their personal learning. Especially during the COVID-pandemic, the professionalization of teachers demanded the use of mobile solutions, which requires them to apply self-regulated learning strategies. This article focuses on mobile self-regulated professional learning of Flemish teachers in primary education. The study examined (1) which profiles in self-regulated learning can be distinguished in a mobile learning environment and (2) whether there is a correlation between mobile self-regulated learning and the willingness to call on mobile learning. An explorative study was conducted by interviewing primary teachers (N=141) by means of an online survey. An explorative factor analysis confirmed that there are ten latent factors, which clustered around eight components (1) self-efficacy, (2) help seeking, (3) task appreciation, (4) goal-setting, (5) self- reflection, (6) strategical planning, (7) concretization and (8) metacognitive strategies. When comparing the subscales to age, a significant positive correlation was found with metacognitive strategies and strategical planning, indicating that older teachers utilized these self-regulatory strategies more than younger participants. In sequence, a latent cluster analysis identified two profiles in mobile self-regulated learning, namely a moderate and high profile in self-regulated learning. Furthermore, a bivariate test with Pearson correlation coefficient confirmed that there is a positive correlation between the overall score of mobile self-regulated learning of teachers and the degree to which they are willing to use mobile learning for their professional learning. More specifically, a correlation was found with the
self-regulated learning skills: metacognitive learning concretization, and goal-setting.
Author Information
Alex de Pape, Vrije Universiteit Brussel, Belgium
Valérie Thomas, Vrije Universiteit Brussel, Belgium
Free De Backer, Vrije Universiteit Brussel, Belgium
Koen Lombaerts, Vrije Universiteit Brussel, Belgium
Paper Information
Conference: ACE2022
Stream: Professional Training
This paper is part of the ACE2022 Conference Proceedings (View)
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To cite this article:
Pape A., Thomas V., Backer F., & Lombaerts K. (2023) Professionalization on the Go: A Latent Profile Analysis in Self-Regulated Learning of Flemish Teachers in a Mobile Learning Environment ISSN: 2186-5892 The Asian Conference on Education 2022: Official Conference Proceedings https://doi.org/10.22492/issn.2186-5892.2023.1
To link to this article: https://doi.org/10.22492/issn.2186-5892.2023.1
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