TY - CHAP
T1 - Longitudinal Case Study Research to Study Self-Regulation of Professional Learning
T2 - Combining Observations and Stimulated Recall Interviews Throughout Everyday Work
AU - Cuyvers, Katrien
AU - Van den Bossche, Piet
AU - Donche, Vincent
N1 - Publisher Copyright:
© 2022, The Author(s), under exclusive license to Springer Nature Switzerland AG.
PY - 2022
Y1 - 2022
N2 - Professional learning reflects critical processes of change whereby one modifies and extends prior competencies while performing one’s job. Over the past two decades, the need has emerged and grown for insights on how employees take responsibility for their own learning and engage in self-regulation of professional learning. However, the process of measuring professional learning as well as self-regulation of professional learning during everyday work has raised difficult methodological problems for various reasons. The retrospective, cross-sectional, self-report measurement techniques often used, tend to de-contextualise learning from the complex environments in which professionals operate. Under such techniques, study participants are asked to make abstractions of this complexity to self-report regarding possibly implicit, multifaceted competencies and metacognitive strategy use as features of self-regulated learning. In this chapter, we offer an alternative approach via a longitudinal multiple case study design combining long-term observations with immediate consecutive stimulated recall interviews, towards building a more dynamic and situated understanding of professional learning through which to explore participants’ self-regulation. Using both ‘on-line’ and ‘off-line’ measurement techniques, the proposed interactive approach was empirically applied to investigate self-regulation of professional learning in medical practice. Without pretentiously suggesting that this is the ultimate research solution, we aim to outline the approach, its opportunities and challenges, how to tackle these challenges, and how the approach’s research insights could function to advance theory-building on professional learning in general—and self-regulation of professional learning in particular—in everyday work.
AB - Professional learning reflects critical processes of change whereby one modifies and extends prior competencies while performing one’s job. Over the past two decades, the need has emerged and grown for insights on how employees take responsibility for their own learning and engage in self-regulation of professional learning. However, the process of measuring professional learning as well as self-regulation of professional learning during everyday work has raised difficult methodological problems for various reasons. The retrospective, cross-sectional, self-report measurement techniques often used, tend to de-contextualise learning from the complex environments in which professionals operate. Under such techniques, study participants are asked to make abstractions of this complexity to self-report regarding possibly implicit, multifaceted competencies and metacognitive strategy use as features of self-regulated learning. In this chapter, we offer an alternative approach via a longitudinal multiple case study design combining long-term observations with immediate consecutive stimulated recall interviews, towards building a more dynamic and situated understanding of professional learning through which to explore participants’ self-regulation. Using both ‘on-line’ and ‘off-line’ measurement techniques, the proposed interactive approach was empirically applied to investigate self-regulation of professional learning in medical practice. Without pretentiously suggesting that this is the ultimate research solution, we aim to outline the approach, its opportunities and challenges, how to tackle these challenges, and how the approach’s research insights could function to advance theory-building on professional learning in general—and self-regulation of professional learning in particular—in everyday work.
KW - Long-term observations
KW - Longitudinal multiple case study
KW - Professional learning
KW - Self-regulated learning
KW - Stimulated recall interviews
KW - Workplace learning
KW - 2024 OA procedure
UR - http://www.scopus.com/inward/record.url?scp=85137610838&partnerID=8YFLogxK
U2 - 10.1007/978-3-031-08518-5_26
DO - 10.1007/978-3-031-08518-5_26
M3 - Chapter
AN - SCOPUS:85137610838
SN - 978-3-031-08517-8
T3 - Professional and Practice-based Learning
SP - 579
EP - 600
BT - Professional and Practice-based Learning
PB - Springer
CY - Cham
ER -