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Multimodal Protocol for Assessing Metacognition and Self-Regulation in Adults with Learning Difficulties

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Published on: September 27, 2020

Looking at teacher identity through self-regulation.

María Cardelle-Elawar¹, María L Sanz de Acedo Lizarraga

¹Arizona State University, USA.

|April 29, 2010

Summary

This study introduces a self-regulated inquiry model to help teachers understand their professional identity. The model, using dialogic retrospection, revealed key influences on teacher identity and professional growth.

Area of Science:

Educational Psychology
Teacher Professional Development

Background:

Teacher identity is a complex construct influenced by experiences, age, and cultural context.
Motivational and identity theories underpin self-regulation, self-efficacy, and goal setting in professional development.

Purpose of the Study:

To design and evaluate a self-regulated inquiry model for teachers.
To explore factors shaping teachers' professional identity and growth.
To connect theoretical frameworks to practical applications in teacher education.

Main Methods:

A self-regulated inquiry model was developed.
342 graduate students in educational psychology participated.
Dialogic retrospection through interviews was employed to elicit teachers' voices.

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Main Results:

Teacher identity is multifaceted, influenced by success, frustration, age, and culture.
Dialogic retrospection effectively mediated the clarification of identity influences.
The self-regulated inquiry model facilitated motivational assessment of professional growth.

Conclusions:

The self-regulated inquiry model enhances teachers' understanding of their professional identity.
Dialogic retrospection is a valuable tool for exploring teacher identity.
Findings have implications for teacher education and future research on teacher identity.