TEACHERS’ TECHNOLOGY-ENHANCED PROFESSIONALIZATION AND THE ROLE OF SELF-REGULATED LEARNING
Due to continuous technology developments and the recently increased importance of online education, teachers are required to rapidly develop and adapt their competences and knowledge about teaching and learning. In addition, increased possibilities to professionalize themselves in online environments as well as through applying technologies occur. The high demands of teachers' day-to-day practices and the associated autonomy both with teachers’ professional learning and technology-enhanced learning, requires them to self-regulate their own learning. The state-of-the-art points towards (1) a lack of a comprehensive synthesis of current research in technology-enhanced professionalization and (2) a need to understand how teachers self-regulate their learning using technologies. In response, the starting point of this study will consist of a convergent segregated approach to the literature review. Next, a mixed-method approach will be applied, through (1) conducting a latent profile analysis by means of a standardized survey among a representative sample of primary teachers and (2) administering qualitative interviews, to further understand and assess self-regulation as a cyclical, context-specific phenomenon. The research aims to contribute to the field of teacher professional development and self-regulated learning. The results can be used to help support teachers’ self-regulated professional development using technologies.
