Past research shows that both teachers’ technological pedagogical content knowledge (TPACK) and their engagement in metacognitive activities are essential to technology integration in the classroom. However, the interplay between teachers’ TPACK ability and their metacognitive skills is still underexplored, especially in the context of developing technology‐infused lesson plans. This study examined how the interrelations among metacognitive activities and TPACK constructs affected preservice teachers’ technology integration in instructional design. Sixty‐four preservice teachers designed a lesson with nBrowser, a computer‐based learning environment (CBLE) that helps teachers incorporate technology into instruction by promoting self‐regulated learning (SRL). Drawing on the lesson plans, we extracted six types of metacognitive processes preservice teachers exhibited while solving the task and generated two distinct SRL profiles according to the identified latent profile of metacognitive patterns. The competent self‐regulated learners demonstrated more efforts in metacognitive monitoring activities than the less competent self‐regulated learners in regulating their task solving processes. When comparing TPACK comprehension and design performance between the two profiles, the competent self‐regulated learners outperformed the less competent self‐regulated learners on comprehension and design outcomes. This study provides deep insights into teachers’ self‐regulation in CBLEs and emphasizes the pivotal role of metacognition and SRL in teachers’ TPACK development.

中文翻译：

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自我调节学习的潜在特征及其对教师技术整合的影响

过去的研究表明，教师的技术教学内容知识（TPACK）及其参与元认知活动对于课堂中的技术整合都是必不可少的。但是，教师的TPACK能力与他们的元认知技能之间的相互作用仍未得到充分探索，特别是在制定技术注入型课程计划的情况下。本研究探讨了元认知活动与TPACK构造之间的相互关系如何影响职前教师在教学设计中的技术整合。六十四名职前教师使用基于计算机的学习环境（CBLE）nBrowser设计了一堂课，该课程可通过促进自我调节学习（SRL）来帮助教师将技术融入教学中。利用课程计划，我们提取了职前教师在解决任务时展示的六种元认知过程，并根据确定的元认知模式潜在特征生成了两个不同的SRL轮廓。有能力的自我调节学习者在调节任务解决过程方面表现出比在能力较弱的自我调节学习者上更多的努力。在比较两个配置文件中的TPACK理解和设计性能时，有能力的自律学习者在理解和设计结果方面胜过能力较弱的自律学习者。这项研究为教师在CBLE中的自我调节提供了深刻的见解，并强调了元认知和SRL在教师TPACK开发中的关键作用。