A1 Vertaisarvioitu alkuperäisartikkeli tieteellisessä lehdessä

Student self-regulated learning in teacher professional vision : Results from combining student self-reports, teacher ratings, and mobile eye tracking in the high school classroom




TekijätHorlenko, Kateryna; Kaminskienė, Lina; Lehtinen, Erno

KustantajaEuropean Association for Research on Learning and Instruction

Julkaisuvuosi2024

JournalFrontline learning research

Tietokannassa oleva lehden nimiFrontline Learning Research

Vuosikerta12

Numero2

Aloitussivu51

Lopetussivu69

eISSN2295-3159

DOIhttps://doi.org/10.14786/flr.v12i2.1417

Verkko-osoitehttps://journals.sfu.ca/flr/index.php/journal/article/view/1417

Rinnakkaistallenteen osoitehttps://research.utu.fi/converis/portal/detail/Publication/457235459


Tiivistelmä
Teacher professional vision as a concept is gaining importance in research on teaching, and recently models for studying teacher professional vision and student self-regulated learning (SRL) have been proposed. There are interview and video intervention studies investigating teacher professional vision for SRL, but no real-life classroom research so far. This study investigated the role of student SRL behaviour, as it was reported by students themselves and teachers, in teacher attention distribution as part of teacher professional vision. Ten teachers and their 158 students at high school level in Lithuania took part in the research. The first step of the study resulted in identifying four student SRL-profiles, which differed based on student level of SRL and the extent to which teacher and student assessments coincided: mixed lower-regulated, mixed higher-regulated, systematic lower-regulated, systematic higher-regulated. The profiles demonstrated only a partial overlap in teacher and student judgement of student SRL. The second step of the study explored whether scores of students’ SRL from student and teacher reports were related to teachers’ distribution of visual attention in one lesson. The results showed that only one teacher rating scale of student information-seeking behaviour had a slight correlation with teacher attention. The results imply rather bottom-up trends in teacher attention to students in the classroom when it comes to SRL. Besides, the study results highlight the not directly observable nature of SRL processes and imply a difficulty for teachers to assess student SRL.

Ladattava julkaisu

This is an electronic reprint of the original article.
This reprint may differ from the original in pagination and typographic detail. Please cite the original version.





Last updated on 2025-27-01 at 19:14