University Teachers' Views on (Personalized) Learning and Self-Regulation: A Grounded-Theory Analysis
The aims of this article are: 1. to recognize and interpret the conceptions that instructors have about (personalized) learning and self-regulation, an approach that makes possible to address the students' needs and interests; 2. to reflect on the influence of these beliefs on the teaching and learning process, as well as on the bonds between instructors and students as these bonds are important for the students’ development. I have conducted a qualitative study drawing on grounded theory methodology. Between 2010 and 2012, 16 clinical course instructors in medical school at a private university and a state-run university responded to semi-structured interviews.
Preliminary data reveal the instructors' lack of awareness of the influence of their own pedagogical beliefs on their practice, particularly related to self-regulated and personalized learning. The analysis of data allowed identifying four different conceptions of learning: integral, cognitive-social, volitional, and constructivist, with differing properties that characterize them and that are reflected in the view that instructors have on self-regulated learning. These conceptions are implicit and reflect the philosophical and epistemological assumptions that instructors have.
The constructs of self-regulated and personalized learning were only defined and explicitly recognized by the instructors from the state run university. It should also be emphasized that the strategies instructors proposed to stimulate self-regulated learning are related to those raised in favour of personalized learning. Finally, it was possible to recognize another category of analysis called "involvement profile," which is made up of three subcategories (deep, slight, and low involvement profile) that indicate the degree to which instructors are involved with students and the teaching-learning process.
Copyright (c) 2014 Florencia Teresita Daura Toyos
This work is licensed under a Creative Commons Attribution 4.0 International License.