A1 Refereed original research article in a scientific journal
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
Authors: Horlenko, Kateryna; Kaminskienė, Lina; Lehtinen, Erno
Publisher: European Association for Research on Learning and Instruction
Publication year: 2024
Journal: Frontline learning research
Journal name in source: Frontline Learning Research
Volume: 12
Issue: 2
First page : 51
Last page: 69
eISSN: 2295-3159
DOI: https://doi.org/10.14786/flr.v12i2.1417
Web address : https://journals.sfu.ca/flr/index.php/journal/article/view/1417
Self-archived copy’s web address: https://research.utu.fi/converis/portal/detail/Publication/457235459
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.
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