Proposal Type:	Symposium
Domain:	Motivational and Affective Processes
SIG:	Motivation and Emotion
Type	Submitted Symposium
Title	Academic regulation and identity: Sociocultural perspectives and research
Abstract	While self-regulation has mostly been theorised and researched from a social cognitive perspective, self-regulation researchers have recently given greater consideration to the sociocultural context (Perry, Turner & Meyer, 2006) of their research. Concurrently, self-regulation researchers have begun to consider the relationship between self-regulation and the learner’s sense of identity (Paris, Byrnes & Paris, 2001). There is, however, little empirical research into self-regulation from an explicitly sociocultural perspective and no research into the relationship between self-regulation and learner identity. This symposium aims to redress this situation. The symposium consists of five papers which deal with self-regulation and identity to different degrees and from different sociocultural theoretical perspectives. A theoretical paper focuses on sociocultural issues concerning self-regulation and identity and draws comparisons with other motivational approaches. Three empirical papers examine the relationship between self-regulation and identity primarily from a sociocultural psychological perspective, while the other empirical paper draws on both sociocultural psychological and sociocultural discourse perspectives. The symposium is theoretically and educationally significant because it presents theory and research on this important issue.
Equipment	PC and projector
Keywords	Motivation Self-regulation Social aspects of learning

Chair list
Name	Surname	Institution	Country	E-Mail	EARLI Number
Erica	Sainsbury	University of Sydney	Australia	ericas@pharm.usyd.edu.au

Organiser list
Name	Surname	Institution	Country	E-Mail	EARLI Number
Richard	Walker	University of Sydney	Australia	r.walker@edfac.usyd.edu.au

Discussant list
Name	Surname	Institution	Country	E-Mail	EARLI Number
Julianne	Turner	University of Notre Dame	United States	jturner3@nd.edu

Paper Details

Title	Sociocultural perspectives on academic regulation and identity: Theoretical issues
Abstract	While self-regulation has mostly been theorised and researched from a social cognitive perspective, self-regulation researchers have recently given greater consideration to the sociocultural context (Perry, Turner & Meyer, 2006) of their research. Concurrently, self-regulation researchers have begun to give some consideration to the relationship between self-regulation and the learner’s sense of identity (Paris, Byrnes & Paris, 2001). They have speculated that student self-regulated behaviour is motivated by the desire to be recognised according to specific identities such as “a good student.” From a different theoretical perspective, Ryan & Deci (2003) have suggested that individuals acquire identities which, once adopted, play a significant role in their self-regulatory activities. In recent years self-regulation has been considered from an explicitly sociocultural perspective (Hickey & McCaslin, 2001) but the theoretical analysis has been limited in scope. Identity formation has also received limited theorisation by sociocultural psychologists (Penuel & Wertsch, 1995: Vadeboncoeur & Portes, 2002) but has been the subject of more extensive work by sociocultural discourse theorists (eg Gee & Green 1998). This paper aims to examine and analyse, from a sociocultural perspective, theoretical issues of relevance to both self-regulation and identity formation, as well as to the interrelationship between them. The theoretical analysis offered in the paper thus provides a framework for the issues raised by the empirical studies which follow in the symposium and at the same time provides, to some extent at least, a point of comparison with socio-cognitive and other motivational approaches.
Summary	While self-regulation has been theorised and researched from a number of theoretical perspectives (Boekarts, Pintrich & Zeidner, 2000), the most prominent approach has been that of socio-cognitive theory, which has received its fullest expression in the work of Bandura (eg Bandura, 2001), and his associates (eg. Zimmerman, 2000). In this approach, the capacity to self-regulate is accorded a central place, along with observational learning and self-efficacy, in the understanding of learner motivation, thought and action. A further central element in this theory is the notion of reciprocal determinism; this is the assumption that the learner, their behaviour, and the environment interact with and are determinants of each other. Socio-cognitive theory thus recognises the role of social and environmental factors in learner motivation but gives analytic priority to the individual, over the social. This priority has also been evident in the research of socio-cognitive self-regulation researchers who, in their research programs have emphasised experimental research as well as correlational research which allows causal inference. It has only been very recently that socio-cognitive self-regulation researchers have begun to conduct their investigations (Perry, VandeKamp, Mercer & Norby, 2002; Patrick & Middleton, 2002) in naturalistic classroom environments. The inherently social environment of the naturally occurring classroom has led socio-cognitive researchers (Perry, Turner & Meyer, 2006) to give greater consideration to the sociocultural context of their research. Concurrently, self-regulation researchers have begun to give some theoretical consideration to the relationship between self-regulation and the learner’s sense of identity. Paris, Byrnes & Paris (2001), for instance, have speculated that student self-regulated behaviour is motivated by the desire to be recognised according to specific identities such as “a good student.” From a different theoretical perspective, Ryan & Deci (2003) have suggested that individuals acquire identities which, once adopted, play a significant role in their self-regulatory activities. From this self-determination perspective, identity formation is explained in terms of basic psychological needs for relatedness, competence and autonomy. Identity formation, from this perspective, is also considered to subsequently influence the internalisation of regulatory behaviour. In recent years self-regulation has been considered from an explicitly sociocultural perspective (Hickey & McCaslin, 2001) but the theoretical analysis has been limited in scope and almost devoid of empirical support. Identity formation has also received limited theorisation by sociocultural psychologists (Penuel & Wertsch, 1995; Vadeboncoeur & Portes, 2002) but has been the subject of more extensive work by sociocultural discourse theorists (eg. Gee & Green, 1998). This paper aims to examine and analyse, from a sociocultural perspective, theoretical issues of relevance to both self-regulation and identity formation, as well as to the interrelationship between them. The theoretical analysis offered in the paper thus provides a framework for the issues raised by the empirical studies which follow in the symposium and at the same time provides, to some extent at least, a point of comparison with socio-cognitive and other motivational approaches. Sociocultural theory is based on a social epistemology which recognises the impact of both social and individual processes in learning and motivation; it accords analytic primacy to social processes while allowing for personal agency, and thus avoids both social determinism and sociocultural reductionism (Walker, In preparation). The sociocultural psychological perspective takes the view that self-regulation is fundamentally social in nature (Walker, Arnold, Pressick-Kilborn & Sainsbury, 2004), rather than merely influenced by social factors as maintained by socio-cognitive theorists. Self-regulation is considered to have its origins in social practices and is subsequently internalised to become an individual process. The process of internalisation, and its complement, externalisation, has been theorised by Lawrence &Valsiner (1993) who describes it as a constructive and transformative process rather than one of transmission. Thus self-regulation skills internalised from the social world by individuals are constructively transformed during the internalisation process, and subsequently externalised as the individual engages in collaborative interaction with others. This theorisation suggests that the term academic regulation is a more suitable umbrella term, with self-regulation used to refer solely to internalised individual processes. The internalisation of academic regulation in classroom contexts is influenced by the creation of zones of proximal development through teacher scaffolding of student learning, and student coregulation (McCaslin, 2004) of each other’s learning. The study by Arnold & Walker in this symposium demonstrates how teacher scaffolding and student coregulation led to the enhancement of academic regulatory skills and academic achievement in a naturalistic classroom context, and provides some support for the theoretical exposition presented here. The internalisation of academic regulation also depends upon the degree of intersubjectivity, or shared understanding, created as learners work collaboratively with each other. This paper will expand upon the importance of intersubjectivity in the internalisation of academic regulation and refer to research (Sainsbury & Walker, In press) which suggests that productive social relations amongst learners leads to higher levels of intersubjectivity and has important consequences for the internalisation and externalisation of learning. Academic regulation skills necessarily involve, at least to some extent, a sense or identity of oneself as a learner. Equally though, students may decide to resist academic learning and an identity of themselves as a learner. Theoretical consideration of the relationship between academic regulation and learner identity is therefore of considerable importance and, as indicated earlier, has received limited attention. From the perspective of sociocultural psychology, this relationship can be considered in terms of such theoretical concepts as internalisation, coregulation and intersubjectivity, with identity formation considered to involve processes of internalisation. This is a view which may have some similarity with the self-determination perspective, although in other respects they are quite dissimilar. While sociocultural discourse theorists have given considerable attention to the discursive construction of identity, they have not attempted to relate identity to academic regulation. This paper will consider some aspects of this relationship and in so doing will introduce the papers in the symposium dealing with this issue. The primary theoretical and educational significance of this paper lies in its examination and analysis of sociocultural conceptions of academic regulation and identity formation and their interrelationship.
Keywords	Motivation Self-regulation Social aspects of learning
Appendices

Authors
Name	Surname	Institution	Country	e-mail	EARLI Number	Presenting
Richard	Walker	University of Sydney	Australia	r.walker@edfac.usyd.edu.au		*

Title	The role of co-regulation in enhancing self-regulated learning and academic outcomes: A sociocultural study
Abstract	This paper reports an intervention, grounded in sociocultural theory that enhanced Year 5 students’ academic regulatory processes and achievement outcomes within naturalistic classroom settings. The intervention consisted of two parts: first a series of teacher workshops exploring opportunities to enhance student regulatory processes, and second the teacher implementation of a collaborative researcher-teacher program that scaffolded students’ metacognitive and cognitive behaviour. A sample of 135 Year 5 students in five classes across two schools participated in the study. The focus of investigation was classroom interaction and student engagement in classroom curriculum activities promoting teacher scaffolding and co-regulation that enhanced self-regulation (McCaslin, 2004). Prior to the intervention, classroom observations were conducted to identify the contextual and sociocultural influences on students’ academic regulatory processes. A series of student survey and assessment data was also collected to establish students’ metacognitive knowledge monitoring ability, perceived competence and achievement. Teachers in one school then implemented the intervention program. Further data was collected during and after the intervention. Specifically, the complementary results of hierarchical linear modelling (HLM), classroom discourse mapping and case study analyses will be discussed. Particular attention will be given to how high-, medium- and low- achieving students identified themselves as learners, and the ways in which the contextually relevant, socially situated opportunities provided as a result of the intervention promoted positive changes in identity and perceptions of self that led to improved self-regulated learning and achievement outcomes for intervention students.
Summary	This investigation, grounded in sociocultural theory, endeavoured to enhance Year 5 students’ regulatory skills associated with academic achievement through an intervention strategy. Theoretically underpinning the intervention, implemented in naturalistic classroom contexts, was the notion that the provision of teacher scaffolding and opportunities for student engagement in shared, co-regulated activities (McCaslin, 2004; McCaslin & Hickey, 2001) would lead to the enhancement of students self-regulated learning (SRL) skills. Within this framework particular emphasis was given to students’ metacognitive ability (Zimmerman, 1998; Tobias & Everson, 2002), strategy enactment (Brown & Campione, 1996) and academic achievement. The study involved 131 Year 5 students. The intervention was implemented in two classrooms in one school, with a second school, comprising three classrooms, constituting a control group. Within a pre/post- test, quasi-experimental design, all classrooms were observed before and during the intervention, and all students assessed before and after the intervention. To facilitate the authenticity of the naturalistic classroom contexts, the intervention was designed by the researcher and intervention teachers collaboratively through (a) a series of teacher professional development (PD) workshops exploring the concepts of student regulatory control, autonomy and choice, and (b) the provision of curriculum planning and support materials. Notwithstanding the teachers’ participation in the PD the implementation of the intervention was undertaken at classroom teachers’ discretion according to their personal beliefs and teaching approach. The participants assigned to the control condition engaged in comparable learning activities but were not provided with any PD, planning assistance, researcher mentoring or curriculum support materials. Three major questions underscored the investigation. First, what was the impact of the intervention program on student achievement? Second, how did the differing social structures of the intervention classrooms influence students’ enactment of regulatory processes and academic achievement? Lastly, what were the factors that influenced individual student enactment of academically effective regulatory processes or improved academic achievement within the intervention context? Given that student enactment of academic regulatory processes is a complex and multidimensional construct, it was considered that a comprehensive response to the research questions could not be drawn from one analytical perspective. Thus, a mixed method design was adopted in which two equal status studies, (a) a quantitative, variable-centred study and (b) a qualitative, context and person-centred study were conducted concurrently. In this way the empirical testing and evaluation of the intervention was illuminated and supported by description and fine-grained analysis that was sensitive to the prevailing social and instructional conditions in which the empirical results were obtained. Pre- and post- intervention data was collected in support of the mixed method design. Data included: student achievement scores; knowledge monitoring ability established using an assessment tool designed specifically for this study based on Tobias & Everson’s (2002) work; and a series of student surveys investigating students’ perceptions of self- competence, efficacy for SRL, and interest. In consideration of the nested nature and interactive influences inherent in such multi-level data collected across schools and classes, hierarchical linear modeling (HLM) procedures were used to analyse the data at two levels: student-and classroom/school. Throughout the intervention further data was collected by recording teacher-student and student-student interactions, interviewing focus study participants, and collecting student work samples. As in the HLM procedure, this data was analysed at the student and classroom levels of interest using a three-tiered coding scheme that emerged through engagement with transcribed classroom and focus student interactions. The codes supported the subsequent creation of discourse maps, and notation of recurring patterns and themes, and were converged to produce profiles of the classrooms and the eight focus study participants working within the intervention condition. The results considered independently and interdependently, provided evidence that the intervention was associated with significant academic advantages for the participants. In the first instance, three two-level HL models revealed that students experiencing the intervention achieved significantly higher scores on all three achievement measures than their peers in the control condition, and that these differences were not evident prior to the intervention. Furthermore, the results suggest that by sharing the responsibility for constructing knowledge and understandings of academic regulatory processes, students’ metacognitive skills were enhanced significantly. The intervention classrooms were also shown to influence students’ achievement and skill attainment in differing ways in each model, lending empirical support to the impact of classroom context and the nature of scaffolded activities on students’ metacognitive and strategic behaviour, and learning. Complementing the HLM results, classroom discourse patterns showed that intervention teachers provided similar and relatively high levels of instructional scaffolding (Class A:39.1%; Class B 38.1%). Both teachers also transferred responsibility to students, but the extent differed between classrooms (A:42.3%, B:28.7%). Teacher discourse concerning reinforcement of metacognition (A:6.0%, B:14.1%) and the enculturation of student regulatory activities were also classroom-dependent (A:12.6%, B:19.1%), and associated with considerable variation in student discourse related to metacognition (A:12.5%, B:55.0%) and goal coordination (A:84.3%, B:40.6%). Particular emphasis in the presentation will be given to the eight focus studies which illustrate individual change in identity and perception pre- to post- intervention. The focus students at pre-test represented high, medium and low achievement and, diversity in knowledge monitoring ability and perceptions of self and classroom processes. High achievers at pre-test were similarly high achieving at post-test with analyses showing they possessed similar characteristics – that is, accurate and honest evaluators of their ability and knowledge, and intrinsically motivated. Students showing greatest improvement post-intervention, improved their achievement scores, knowledge monitoring accuracy, and reported growing confidence in competency, increased balance between learning and performance goals, and greater interest in curriculum theme and research. Results showed, however, that while all focus students improved post-intervention, those who did not improve significantly, demonstrated similar self-handicapping characteristics, attributed success/failure to ability and external factors, and were socially rather than academically motivated. Overall, the results of the intervention study are significant. Notably the results suggest that when teachers construct scaffolded, socially supportive learning environments that promote co-regulation, opportunities can be generated for students to internalise effective self-regulatory processes. These opportunities, in turn, have the potential to impact positively on student identity/self-perception, and lead to improvements in academic achievement.
Keywords	Metacognition Motivation Self-regulation
Appendices

Authors
Name	Surname	Institution	Country	e-mail	EARLI Number	Presenting
Lynette	Arnold	University of South Australia	Australia	lynette.arnold@unisa.edu.au		*
Richard	Walker	University of Sydney	Australia	r.walker@edfac.usyd.edu.au

Title	Self-regulation and transfer in a problem based learning medical program
Abstract	This longitudinal study applies a socio-cultural approach to the investigation of how medical students regulated and transferred their learning in problem-based learning (PBL) tutorials and the hospital ward. A socio-cultural perspective explains self-regulation as arising through interaction with others and transformation of ones participation through joint activity. Transfer is also dependent upon participation in activities and activity structures. A socio-cultural approach conceives transfer as the changing relations between persons and context, with the socio-cultural activity mediating that change and development (Beach, 1999). This changing relation results in a different sense of self and social positioning, depending upon an individuals desired or actual role within a specific context. A person can establish similar meaningful relationships with two different contexts, depending on goals and identity, thus facilitating transfer (Beach, 1999). If a meaningful relationship fails to develop, or there is a mismatch between desired and actual role however, resistance to regulation and transfer may occur, as will be illustrated. Video recorded non-participant observation and individual interviews with second and third year medical students were used to assess self-regulation and transfer over a two year period. This information was triangulated with student journals, portfolios, and survey data. The results show that students’ transfer and self-regulation are influenced by their perceived role within each context, as well as the perceived usefulness of the learning task to reach their goals. Educators must be aware of the effect an individuals’ perceived role within the social structure of the context has on participation and mediate the socio-cultural activity accordingly to afford the likelihood that students will become legitimate members of the community to which they aspire to belong.
Summary	Introduction and aim Sociocultural theories are based on the assumption that learning is intrinsically social in nature and that individual processes originate in social practices (John-Steiner & Mahn, 1996; Rogoff, 1998). Similarly self-regulation (McCaslin, 2004; Walker et al., 2004) and transfer of learning (Beach, 1999) are considered to arise from social interaction and engagement in social practices. Beach suggests that, from a sociocultural perspective, transfer of learning is considered as a consequential transition involving a "change in relation between an individual and one or more social activities". Transitions are consequential when they are consciously reflected upon, often struggled with, and the eventual outcome changes one’s sense of self and social positioning. Sociocultural theory is also concerned with notions of role expectations and role perception and suggests that roles are constructed through consequential transitions that involve a different sense of self in one setting compared with another. This paper advances the idea that depending on an individuals’ identity, they will either accept or reject a role, and therefore actively choose to self-regulate their learning or not. These notions of self-regulation, transfer and identity are investigated in the context of PBL in a medical degree. Methodology/research design A longitudinal, qualitative approach was used with a sample of 19 second year medical students tracked through to the end of third year. Two PBL groups volunteered to participate at the beginning of the second year of a four year graduate-entry medical program. There were 10 students in one group and nine in the other. Each group met twice a week and was observed by the first author, who was a non-participant. All observations were both video and audio-recorded, for a block period of five weeks. In third year, participants were dispersed among eight clinical school sites and joined different PBL groups. In third year, 11 PBL groups were observed on average for a block of three weeks. Structured individual interviews were conducted twice in the study. The first interview was conducted using information collected from observations, journal entries and reflective portfolios. The second interview was conducted in third year to investigate students’ experiences of learning when they were in the clinical context full time and if the way they self-regulated their learning had changed between contexts and between the second and third years of the medical program. All interviews were transcribed verbatim and coded to generate themes. Participants also completed two surveys, a reflective portfolio, and a clinical day journal. Findings Role and identity emerged as central themes in the interviews and further investigation showed that there is a reciprocal relationship between role and participation that changes across activities. The perceived roles were as a medical student and as a trainee doctor, a useful member of the hospital ward team. The interview and observation findings revealed three groups of students: those who resisted participation in PBL, those who resisted participation in the clinical setting, and those who were able to achieve a balance and self-regulated learning equally well in both contexts. The latter group had achieved a consequential transition in transforming their participation from that of a medical student to that of a trainee doctor. Importantly however, they accepted both roles as part of their identity. This is contrasted with students in the first and second groups who experienced conflict between desired and attained role. Those who had established a stronger identity as a trainee doctor then a medical student resisted participation in PBL. Strategies students used to transform their participation from a medical student to a trainee doctor in third year included volunteering to perform tasks and take on the role of ‘pseudo intern’, being ‘seen to be keen’, showing their commitment by spending lots of time on the wards, reading up and being proactive about asking to be involved, knowing their status in the training queue and not interfering with more senior medical trainees’ learning opportunities. The second group who had not transformed their identity remained focused on being a medical student and were reluctant members of the ward team. In the first group, this resistance was due to the lack of perceived relevance of the tutorial and their lack of preparation and study of the material. With so much time spent transforming participation there was little time, or motivation, left to dedicate to structured learning activities such as PBL. Other factors mediating participation in PBL will be elaborated upon in the paper. The observation data support the interview findings and show a decrease in SRL behaviour within third year tutorials. Students in the second group, who resisted the role of being a useful member of the team, wished to maintain their identity of student. This resistance was influenced by their lack of confidence in performing clinical skills. Two case studies will be presented which highlight this resistance and will be contrasted with two alternative case studies showing acceptance of differing roles and how this mediated participation and affected use of learning strategies in each context. Theoretical and educational significance of the research Few studies have defined what it means to self-regulate learning in the medical environment. This study provides a unique contribution to the sociocultural theorization of self-regulation and transfer within a PBL and clinical environment. By establishing expectations for what is meant by self-regulation and transfer within each context, educationalists can begin planning learning activities to promote and assess the development of these characteristics in students. This study also provides insights into factors which afford or constrain the use of these skills
Keywords	Motivation Self-regulation Social aspects of learning
Appendices

Authors
Name	Surname	Institution	Country	e-mail	EARLI Number	Presenting
Sarah	Hyde	University of Sydney	Australia	shyde@med.usyd.edu.au		*
Richard	Walker	University of Sydney	Australia	r.walker@edfac.usyd.edu.au

Title	Enhancing SRL in a Tertiary Level Module: The Role of Instructional Discourse and Cultural Models about Learner Identities
Abstract	The capacity for SRL is presently recognized as a necessary and inherent goal of continual lifelong education. This makes SRL development an educational imperative. Beyond the general recognition that SRL can and should be explicitly taught, how formal SRL instruction should best be implemented is less clear. This study attempts to shed light on the issue by examining how SRL development may be supported or constrained in a tertiary level, pre-service teacher education SRL instructional module, as it occurred. It is assumed that an understanding of these processes would contribute to an improvement in pedagogical practices. To achieve these aims, a sociocultural perspective is employed as the overarching theoretical framework. In line with the sociocultural orientation, the study focuses specifically on the monologic and dialogic forms of instructional discourse employed and the cultural models about SRL that are produced. An interpretive analysis of how the cultural models about learner identities constructed during SRL instruction may act to facilitate or assuage the development of self-regulation is offered. This discussion draws upon postmodern and sociocultural accounts of identity and power and considers them in relation to SRL development and the goals of SRL instruction. Overall, the findings suggest that the cultural models about learner identities constructed through monologic and dialogic SRL instruction can both act to support and undermine SRL development. While the monologic stance may be necessary, it is insufficient to bring about SRL development. Dialogic SRL instruction presents its own difficulties. But it appears to be more in keeping with the goals of SRL instruction and self-regulatory processes. This suggests that dialogic SRL instruction may need to be accorded a more central role.
Summary	Aims of the study The capacity for SRL is presently recognized as a necessary and inherent goal of continual lifelong education. This makes SRL development an educational imperative. Beyond the general recognition that SRL can and should be explicitly taught, how formal SRL instruction should best be implemented is less clear (e.g., Zeidner, Boekaerts & Pintrich, 2000). To shed light on this issue, studies need to broaden their focus to include more descriptive, ethnographic and observational research on how different features of the context can shape, facilitate and constrain SRL (Pintrich, 2000). There is also a need to acknowledge the specific role of language in SRL development (e.g., Schunk, 2001; Zimmerman, 2000). Correspondingly, instructional interactions and the implicit meanings constructed and conveyed need to be scrutinized in view of the fact that they can spur or assuage the development of self-regulation (e.g., Butler, 2003; Meyer & Turner, 2002; Perry, VandeKamp, Mercer & Nordby, 2002). This study attempts to achieve these aims by examining how SRL development may be supported or constrained in a tertiary level, pre-service teacher education SRL instructional module, as it occurred. A sociocultural perspective is employed as the overarching theoretical framework. In line with the sociocultural orientation, the study focuses specifically on the nature of the instructional discourse employed with and within the classroom practices. Bakhtin’s (1981, 1984) notions of monologism and dialogism are situated within the sociocultural framework and they act as heuristics which help illustrate the forms of instructional discourse used in the classroom. The implicit messages conveyed through the monologically and dialogically organized instructional discourses are then examined through the related notion of cultural models (e.g., Gee & Green, 1998; Strauss & Quinn, 1997). The specific research questions addressed in this study are: 1. What is the nature of SRL instruction in the module and how may the instruction serve to support or constrain SRL development? (a) How is instructional discourse used monologically and dialogically? (b) What are the cultural models that are being constructed and conveyed through monologic and dialogic instructional discourse? This paper will focus narrowly on the cultural models that are being constructed and conveyed about learner identities in view of the fact that learner identity is a key aspect of SRL development (Paris, Byrnes, & Paris, 2001). In addition, this focus is in keeping with the theme of the symposium. Methodology and Research Design To address the research questions, an ethnographic research design was employed. The participants in the study included the lecturer of the course and the fifty-two pre-service teachers who had enrolled in the module during the two semesters in which the data was collected. Through an extended engagement in the course, I attempted to gain insight into the module, the forms of discourse employed by the lecturer and its relation to SRL development. Data was gathered from a combination of different sources. These included classroom observations, audiotaped recordings of classroom lessons, interviews with the lecturer and pre-service teachers, as well as the collection of preservice teachers’ work including portfolios and reflective journals. A combination of ethnographic and discourse analytic methods were used to analyse the data. The lecturer’s uses of monologic and dialogic forms of pedagogical discourse were first identified. The cultural models about learner identities as produced through the different types of discourses were subsequently delineated. Data reduction was achieved by the principled selection of a number of episodes, representative activities and discourse samples (Duff, 2002). Following the criteria for data reduction of other discourse analysts (e.g., Wells, 1999), the quantity of data was further condensed by the selection of the clearest examples of monologism and dialogism within the recurrent practices. This is akin to Patton’s (1990) method of extreme case sampling. Additionally, analyses of monologic and dialogic episodes were limited only to the interactions which occurred within the whole-class context with a specific focus on the discourse of the lecturer. This is because the whole-class context is the prevailing circumstance in which instruction occurs in any classroom including the classroom being considered in this study (Wells, 1999, personal communication, April 2004). Instances of monologism and dialogism in small-group instruction for instance, were consequently omitted. Findings The findings suggest that for the most part, monologic and dialogic instructional discourse each produced a different set of cultural models. The cultural models constructed and conveyed through the lecturer’s monologic discourse included the following: That learner identities established in class are true and permanent; SRL problems can be objectively diagnosed; and pre-service teachers are teacher-dependent learners and submissive patients of the lecturer’s opinions and prognosis. Dialogic discourse on the other hand, was largely associated with the construction of an opposing set of cultural models about SRL. To determine how the different cultural models about learner identities may support or constrain SRL, the study draws upon postmodern and sociocultural accounts of identity and power and considers them in relation to SRL development and the goals of SRL instruction. An interpretive account of the findings suggest that the cultural models of learner identities created through the lecturer’s monologic and dialogic discourse employed during SRL instruction can both act to support and undermine SRL development. While the monologic stance may be necessary, it is insufficient to bring about SRL development. Dialogic SRL instruction presents its own difficulties. But it appears to be more in keeping with the goals of SRL instruction and self-regulatory processes. This suggests that dialogic SRL instruction may need to be accorded a more central role. Theoretical and Educational Significance of the Research Broadly speaking, the study is an integral and essential part of efforts to bring about continual lifelong education through its focus on SRL. Attending to SRL development not only helps in preparing individuals academically but also contributes towards preparing them for their professions and their ability to improve their contributions to it through career-long learning (cf., Randi, 2004). The present study broadens sociocultural perspectives on SRL development. It does this by considering the implicit nuances conveyed using the related notion of cultural models.
Keywords	Classroom discourse Motivation Self-regulation
Appendices

Authors
Name	Surname	Institution	Country	e-mail	EARLI Number	Presenting
Stefanie	Chye	Republic Polytechnic	Singapore	stefanie_chye@rp.sg		*
Richard	Walker	University of Sydney	Australia	r.walker@edfac.usyd.edu.au

Title	A sociocultural view of self-regulatory reflective practice in teacher education: Resistance and dis-identification
Abstract	Many teacher education programs emphasize self-reflective practice; however, teacher educators often wonder why some teaching interns participate in self-reflective practice whereas others do not. Self-reflective practice can be viewed from a social cognitive perspective as a form of self-regulation, but these perspectives have been criticized for making a dichotomy between the learner and the context. This study uses the sociocultural concepts of dis-identification and resistance to help understand new teachers’ engagement in self-reflective practice. Case studies of two student teaching interns were created using interviews, classroom observations, and journal entries. Those case studies were analyzed from the perspectives of resistance and dis-identification to understand the experiences of the two novice teachers who showed very different engagement in self-reflective practice. In the final paper, the two case studies will be presented with elaborated evidence of resistance and dis-identification. Implications for theories of motivation and self-regulation and for teacher education programs are discussed.
Summary	Aims of the study Many teacher education programs emphasize self-reflective practice (LaBoskey, 1994; Russell, 1997). Teachers who engage in reflection on their teaching through activities such as action research are able to recognize the complexity of teaching (Ogberg & McCutcheon, 1987), to develop decision-making about specific strategies for teaching and learning and judgment for meeting the needs of their context (Day, 1999), and to improve their self-confidence (Finkel & Fletcher, 2001). However, teacher educators often wonder why some teaching interns participate in self-reflective practice whereas others do not. Self-reflective practice can be viewed from a social cognitive perspective as a form of self-regulation, a cognitive process by which an individual monitors and changes his or her own beliefs, affect, motivation, and behaviour to meet a goal (Zimmerman, 1998). Such a thoughtful approach to a learning situation involves goal setting and planning. These cognitive activities are important for teachers who constantly encounter novel situations and challenges, particularly as they try to meet the needs of diverse learners. However, social cognitive theories of self-regulation have been criticized as making an “ontological distinction between mind and world, a practice which has given rise to a number of (other) false dichotomies” (p. 209) such as that between subject and object and that between learner and curriculum (Prawat, 1998). Moreover, with such strategy-oriented theories, learning becomes associated with the frame or format in which it occurs. In the context of teacher education which values reflective practice, that reflection or self-regulation may be constrained to the teacher training program in which it is promoted rather than transforming a new teacher’s understanding of teaching practices. The engagement or lack of engagement of teacher education interns in self-reflective practice may be examined using sociocultural theories that provide a non-dualistic understanding. Two concepts in particular that may provide insight are dis-identification (Hodges, 1998) and resistance (Diamondstone, 2002). Hodges (1998) provides a framework for understanding how an individual may become dis-identified from a community of practice. As a new teacher engages in the activity of teacher training but has not fully identified as a reflective practitioner, as outlined by the teacher training program, several “identificatory possibilities” emerge. If there is a split between what the person is actually doing (e.g., completing program requirements) and how the person locates herself in the community, dis-identification may occur. Another possible understanding of why a teaching intern might lack engagement in reflective practice may come from a “resistance” (Diamondstone, 2002) that emerges from a student’s misreading of the dominant discourse. In this process, the learner may misread a teacher’s intent due to a different in sociocultural experience. In the case of teacher training, the teaching intern may read the promotion of reflective practice as a set of requirements rather than a way to develop as a professional which may lead to a resistance in participation in those practices. This study uses the concepts of dis-identification and resistance to help understand new teachers’ engagement in self-reflective practice. Methodology/research design This study is part of a larger research project that focused on interns developing a culminating inquiry project for their master’s degree program. Two interns were selected for this study to provide an in-depth illustration of self-reflective practice in novice teachers’ development. The two were selected because they were teaching in the same content area and at the same grade level. Both interns were enrolled in a year-long internship under the guidance of a cooperating teacher and a university supervisor. Setting. The participating interns received extensive opportunity and support for engaging in self-reflective practices. The teacher education program in which the subjects were enrolled requires certification candidates to complete an internship experience that emphasizes co-teaching with the cooperating teacher, 10-12 observations annually by the university supervisor, and capstone experiences of an inquiry project presentation and a portfolio. Data Collection. Over the eight months of the students’ internships, several data sources were used as information providing insight into their self-reflective practice: Interviews Exit interview with university supervisor Classroom observations Journal entries Data Analysis. All field notes, interview transcripts, and journals were arranged in sequential order. The two researchers independently developed a case study for each intern through repeated readings of the data sources. Potential themes of teaching were informally noted and then grouped into larger related categories. The researchers met and discussed their cases and the themes that emerged from the data. The process was repeated again by modifying, combining and discarding existing themes to create the final case studies. Findings The two pre-service teachers showed very different engagement in self-reflective practice due to their understanding of the teacher education program, the cooperating teacher with whom they worked, and their own beliefs about the teaching process. In the final paper, the two case studies will be presented with elaborated evidence of resistance and dis-identification. One case study examines an intern who was resistant to engaging in self-reflective practice due to dis-identification with the teacher education program. He had identified with a teaching community of practice from interaction with his cooperating teacher and friends. That community did not value reflection and planning but did value trial and error and building strong relationships. The other case described a teacher who grew to identify with the mission of the teacher education program regarding reflective practice. Initial lack of confidence led to collaboration with her cooperating teacher and supervisor. Her resulting success led her to embrace reflective practices and identify with the goals of the program. Theoretical and educational significance By using the concepts of resistance and dis-identification from sociocultural theory, this study examines two student teaching interns who vary in their use of self-regulatory reflective practices. Theoretically, the study provides a framework for connecting motivation and self-regulation in the context of an authentic teaching and learning experience. The implications for teacher education practitioners include the need to more closely guide and mentor new teachers into understanding the use of reflective practices extends beyond their teacher training program into their professional practices.
Keywords	Motivation Self-regulation Social aspects of learning
Appendices

Authors
Name	Surname	Institution	Country	e-mail	EARLI Number	Presenting
Michael	Middleton	University of New Hampshire	United States	michael.middleton@unh.edu		*
Eleanor	Abrams	University of New Hampshire	United States	eleanor.abrams@unh.edu
Jayson	Seaman	University of New Hampshire	United States	jseaman@unh.edu