Professionalization on the Go: A Latent Profile Analysis in Self-regulated Learning of Flemish Teachers in a Mobile Learning Environment

Conference: The Asian Conference on Education (ACE2022)
Title: Professionalization on the Go: A Latent Profile Analysis in Self-regulated Learning of Flemish Teachers in a Mobile Learning Environment
Stream: Professional Training, Development & Concerns in Education
Presentation Type: Oral Presentation
Authors:
Alex de Pape, Vrije Universiteit Brussel, Belgium

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 self-regulate. 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 different 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) concretizing and (8) metacognitive strategies. When comparing the subscales to age, a significant positive correlation was found with metacognitive and strategical planning, indicating that older participants 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 confirms that there is a positive correlation between the 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 skills: metacognitive learning strategies, self-reflection, concretization, and goal setting.



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