This project investigates how teachers perceive and enact adaptive teaching in the context of blended classrooms for mathematics in primary education. Blended classrooms combine teachers' instruction with student practice in adaptive learning technologies. The relation between teachers’ self- and shared-regulated learning and the development of their adaptive teaching is explored, and consequently, the association between the development of their adaptive teaching and student achievement. An in-depth multiple case study methodology is employed with a longitudinal design using teacher questionnaires, lesson observation, semi-structured teacher interviews, and recordings of team meetings used to measure teachers' adaptive teaching and teachers’ self- and shared-regulated learning
Methods
An in-depth multiple case study methodology is employed with a longitudinal design using teachers' questionnaires, (video-taped) lesson observations, semi-structured teacher interviews, and team meeting recordings to understand how teachers’ self and shared regulation interact with their professional development to become more adaptive teachers. Students national assessment scores are used to measure student achievements.
The context of this longitudinal study will be three primary schools. Twelve teachers (years 4 to 8) will be followed in-depth for two years while professionally learning to teach more adaptively using blended learning. Their team meetings about blended learning will also be observed and analysed. In total, approximately 110 hours of video will be analysed.
Four sub-studies
The proposed study comprises four sub-studies. We will start by studying the variation in teachers' perceptions and enactment of adaptive teaching (study 1). At the same time, we will study the self- (SRL) and shared-regulated learning (SSRL) of teachers in the workplace (study 2). Building on these two studies, we aim to provide deeper insights into how teachers' professional development to more adaptive teaching is related to their self- and shared-regulated learning in the workplace (study 3). Last, we will study the associations between teachers’ development and student achievements (study 4).
