Self-regulated learning (SRL) has a predictable and instrumental effect on learning complicated knowledge. This study investigates the role of SRL in acquiring technological pedagogical content knowledge (TPACK), an important aspect of teachers' effective technology use. The present study identified several regulatory procedural patterns used by teachers in the context of their TPACK achievements. A computer-based context, nBrowser, was used to facilitate teachers lesson planning around technology usage. Teachers log file data were analyzed using process mining approaches. Findings indicate that high TPACK performers are more likely to perform self-regulative activities (e.g., monitoring) in developing TPACK compared to the low performers. Higher TPACK performers are more goal-oriented, demonstrate more monitoring and are more iterative in using all SRL processes in contrast to low performers who only partially regulate their problem solving. Such findings support previous research. This study adopts a novel approach for understanding the relations between SRL and TPACK. It offers opportunities to examine how teachers enact SRL as they move from the beginning to later stages of designing lessons and provides insights to researchers who study SRL in TPACK domains. Furthermore, the findings can assist educational designers in developing interventions for promoting TPACK development by concentrating on teachers’ SRL abilities.

自我调节学习（SRL）对学习复杂知识具有可预测的工具作用。本研究调查了SRL在获取技术教学内容知识（TPACK）中的作用，TPACK是教师有效使用技术的重要方面。本研究确定了教师在其TPACK成就中使用的几种监管程序模式。使用基于计算机的上下文nBrowser来帮助教师围绕技术使用情况进行课程计划。使用过程挖掘方法对教师日志文件数据进行了分析。研究结果表明，与低表现者相比，高表现者​​在发展TPACK时更有可能进行自我调节活动（例如，监测）。TPACK绩效较高的人更注重目标，与仅部分管理问题解决方案的绩效低下的公司相比，在使用所有SRL过程中展示出更多的监控和更多的迭代。这些发现支持了先前的研究。这项研究采用一种新颖的方法来理解SRL和TPACK之间的关系。它提供了机会来研究教师从设计课程的开始到后期的过程中如何制定SRL，并为在TPACK领域研究SRL的研究人员提供了见识。此外，研究结果可以帮助教育设计者通过专注于教师的SRL能力来制定干预措施，以促进TPACK的发展。这项研究采用一种新颖的方法来理解SRL和TPACK之间的关系。它提供了机会来研究教师从设计课程的开始到后期的过程中如何制定SRL，并为在TPACK领域研究SRL的研究人员提供了见识。此外，研究结果可以帮助教育设计者通过专注于教师的SRL能力来制定干预措施，以促进TPACK的发展。这项研究采用一种新颖的方法来理解SRL和TPACK之间的关系。它提供了机会来研究教师从设计课程的开始到后期的过程中如何制定SRL，并为在TPACK领域研究SRL的研究人员提供了见识。此外，研究结果可通过专注于教师的SRL能力，帮助教育设计者制定干预措施以促进TPACK的发展。