Teachers’ self-regulated teaching in innovative adaptive teaching practices

Researchers agree on the complexity of adaptive teaching and its high demands on teachers' knowledge and skills. This study examines how teachers modify their routines in adaptive teaching within the context of Adaptive Learning Technologies through the lens of self-regulated teaching (SRT). Using lesson observations, semi-structured interviews, and questionnaires, 42 novel actions of 12 teachers were analysed. Findings show that a minority of all patterns comprised a complete SRTcycle (9.6%). Teachers mainly reflected on student learning. Findings might indicate that teachers implicitly regulate their novel adaptive actions. The results contribute to a better understanding of how teachers develop their adaptive teaching practices.