Developing the SRL-PV assessment scheme: Preservice teachers' professional vision for teaching self-regulated learning

The present study aimed to: (a) develop the SRL-PV scheme for assessing preservice teachers' integration of professional vision (PV) considerations (noticing/describing/explaining/predicting) while analyzing two delivery modes for teaching of self-regulated learning (SRL): direct SRL teaching (explicit/implicit) and indirect SRL teaching (via environment) and (b) test this scheme's practical validity and reliability for measuring effects of teacher education. The scheme was used to assess 26 preservice teachers' lesson analyses, collected before and after an academic SRL Teaching and Learning Methods course. At posttest, lesson analyses revealed specific, qualitative SRL-PV descriptions that referenced SRL components and PV considerations, thus providing content validity for the scheme. Theoretical, methodological, and practical implications are discussed for using the SRL-PV scheme to empower teachers' SRL professionalism.