Computers & Education, Journal Year: 2023, Volume and Issue: 208, P. 104939 - 104939
Published: Oct. 13, 2023
Language: Английский
Vocations and Learning, Journal Year: 2025, Volume and Issue: 18(1)
Published: Jan. 22, 2025
Language: Английский
Citations
0
Education Sciences, Journal Year: 2025, Volume and Issue: 15(2), P. 205 - 205
Published: Feb. 8, 2025
Technology-enhanced teaching (TET) is most effective when integrated meaningfully into classroom settings. Teachers require technological pedagogical knowledge (TPK) to achieve this integration. This study details the development and evaluation of an online professional (OPD) course aimed at enhancing teachers’ TPK for use technology in science language subjects. The was created rethink OPD, i.e., overcome known shortcomings OPD design consciously. It based on Interactive–Constructive–Active–Passive (ICAP) framework, which promotes interactive constructive learning activities. Thus, incorporated text-based video-based modules (learning nuggets), discussions about staged video vignettes showing situations with conventional vs. good by teacher, communities, practical trials group reflections. followed a pre–post involving 76 in-service teachers. Participants completed surveys test their ability apply ICAP before after OPD. revealed that teachers perceived as beneficial, though no statistically significant improvement applied observed. These findings highlight opportunities challenges designing measuring OPDs support meaningful integration practice.
Language: Английский
Citations
0
Computers and Education Open, Journal Year: 2023, Volume and Issue: 5, P. 100152 - 100152
Published: Nov. 16, 2023
To effectively adopt technology during teaching, teachers require knowledge about how to operate technology. Especially first-time users need handle digital devices and software programs as a foundation use in the classroom successfully. This has so far been assessed mainly using self-reports. However, self-assessments are insufficient for assessing their validity is limited. Moreover, few tests that exist measure technological (TK) show weaknesses (e.g., lack of ecological validity, outdated items). We present test teachers' TK independent specific operating systems, covers relevant everyday grounded acknowledged psychometric modeling principles. iteratively developed (named T-TK) comprising 26 items, utilizing cognitive testing, expert feedback, two studies (Npilot study = 268 pre-service in-service teachers, Nmain 233 teachers) filter items did not match content were Rasch conform. T-TK showed satisfactory Andrich's reliability (RelAndrich .73). Using sample study, correlations between (self-report, r .52), pedagogical (test scores, .18), .33; .46) indicated convergent discriminant validity. Thus, proves be reliable valid instrument capture TK. The can used both by practitioners requiring any statistical individual diagnostics) research analyze TK).
Language: Английский
Citations
9
European Journal of Teacher Education, Journal Year: 2024, Volume and Issue: unknown, P. 1 - 21
Published: July 5, 2024
Recent research indicated the advantages of diversified teacher professional development participation patterns (PDPP) to foster teachers' professionalisation. This study investigated PDPP from both cross-sectional and longitudinal perspectives using data National Educational Panel Study (NEPS) utilising information on enrolment across three years (N = 3,539). Results latent class multiple group analyses that teachers showing higher engagement who were granted paid temporary leave teaching demonstrated more PDPP. Multiple logistic regression models revealed same variables seemed prevent changes less over time. If our results are confirmed in replications studies allow detect cause-effect relationships, implications for educational policy practice could be raise grant engaged a participate activities.
Language: Английский
Citations
3
Education Sciences, Journal Year: 2023, Volume and Issue: 13(12), P. 1251 - 1251
Published: Dec. 18, 2023
Purpose: This systematic review assesses the effectiveness of face-to-face and online delivery modes continuing professional development (CPD) for science teachers. It focuses on three aspects: evaluating these modes, summarizing literature factors influencing them, conducting a comparative analysis their advantages. Methods: The research team employed Preferred Reporting Items Systematic Reviews Meta-Analyses (PRISMA) method Mixed Methods Appraisal Tool (MMAT) article quality assessment. A total 12 articles, selected from potential 82, were included in study. Results: suggests that CPD are equally effective external factors, such as psychological variables establishing communication communities, influence effectiveness. Face-to-face fosters while offers geographical flexibility cost-saving benefits. Implications: relies psychosocial factors. Future should focus strategies to enhance participants’ engagement communities. Additionally, it is worth further investigations relationships between CPD, along with impact digital skills CPD.
Language: Английский
Citations
7
DDS – Die Deutsche Schule, Journal Year: 2024, Volume and Issue: 2024(2), P. 212 - 224
Published: May 15, 2024
Fortbildungen sind wichtige Ressourcen zur Professionalisierung von Lehrkräften. Die Forschung in diesem Bereich konzentriert sich bisher stark auf die Bestimmung verschiedener Merkmale wirksamer Fortbildungen, jedoch ohne dabei spezifischer Qualität Lehr-Lern-Prozessen zu fokussieren. Der vorliegende Beitrag beschreibt Dimensionen der Prozessqualität Fortbildungsveranstaltungen für Lehrkräfte, aus verschiedenen Bereichen des Bildungssystems abgeleitet werden.
Citations
2
Unterrichtswissenschaft, Journal Year: 2023, Volume and Issue: 51(4), P. 579 - 604
Published: Dec. 1, 2023
Abstract Collaborative design practices, in which pre-service teachers construct lesson plans small groups, is regarded as beneficial to attain professional development. However, it largely unclear factors determine the effectiveness of collaborative within technology-related teacher education. Against this background, we investigated extent group composition regarding motivational (self-efficacy, utility-value) and knowledge-based heterogeneity affected quality designed outcome development interventions. Furthermore, whether was related teachers’ such acquisition technological-pedagogical-content knowledge (TPACK). The data collected a larger research project TPACK-intervention 5 subject pedagogies foster learning. Lesson N = 68 nested k 23 natural occurring groups were analyzed their instructional technology exploitation. Additionally, measured knowledge, motivation pre-post-test-design. analyses revealed that positively collaboration product (i.e., plans). not but negatively self-efficacy utility-value. Similarly, prior correlated TPACK gain. These findings highlight heterogenous during practices education may be double-edged sword
Language: Английский
Citations
5
IJORER International Journal of Recent Educational Research, Journal Year: 2024, Volume and Issue: 5(1), P. 182 - 192
Published: Jan. 6, 2024
Objective: Vocational High School or Sekolah Menengah Kejuruan (VHS) is one of the levels education in Indonesia. VHS provides various skills programs. graduates should have more significant opportunities to work based on their competencies, but most dominant unemployed were East Java, VHS’s students must readiness and vocational competencies reduce unemployment. The mechanical Engineering program encourages operate machines produce goods. Machine CNC manufacturing industries. research aims analyze influence problem-solving, technology, teamwork, self-management Mechanical program. Method: This used quantitative methods with a causality approach. population was Java Province random sampling technique 377 respondents. Analysis data SEM. Results: Problem-solving 36.7% influenced by self-management. Work 54.6% problem-solving skills. Novelty: positive skills, technology teamwork at Machining simultaneously.
Language: Английский
Citations
1
Zeitschrift für Erziehungswissenschaft, Journal Year: 2024, Volume and Issue: 27(3), P. 613 - 636
Published: May 15, 2024
Zusammenfassung In den vergangenen Jahren hat die Bedeutung digitaler Medien nicht nur im Alltag sondern auch in Schule und Unterricht stark zugenommen. Dies zeigte sich insbesondere während der Corona-Pandemie, als teils ausschließlich über digitale durchgeführt wurde. Neben Veränderung von entstanden gleichzeitig neue Konzepte Fortbildungen für Lehrkräfte, denn etablierte Präsenzangebote waren bestimmte Zeiträume mehr durchführbar. Vor dem Hintergrund dieser Entwicklungen geht vorliegende Beitrag zum einen auf digitalisierungsbezogene Lehrkräfte ein, also solche, das Ziel verfolgen, Nutzung zu qualifizieren. Zum anderen thematisiert Arbeit Online-Fortbildungen, mit Hilfe synchron oder asynchron werden. Der erste Teil beschreibt sowohl Bedarfe digitalisierungsbezogener empirische Befunde Angebot, festgestellten Wirkungen Angebote. zweite beschäftigt nach einer Differenzierung verschiedener Fortbildungsformate Chancen Herausforderungen Online-Fortbildungen. Darüber hinaus werden zur Qualität Online-Fortbildungen sowie deren zusammengetragen. Aufgrund zukünftig weiter fortschreitenden digitalen ist ein Zwischenfazit verstehen, aktuellen Stand Forschung zusammenfasst Ansatzpunkte zukünftige Entwicklungspotenziale herausstellt.
Citations
1
European Journal of Teacher Education, Journal Year: 2024, Volume and Issue: unknown, P. 1 - 23
Published: June 18, 2024
This paper explores teaching practices during emergency remote teaching, drawing on data from a nationwide online survey of Estonian high schools. The study was motivated by an attempt to understand effective under conditions emergency-related logistic, and economic constraints faced the schools COVID-19 pandemic. design adopted quantitative approach, employing exploratory factor analyses structural equation modelling self-report sample 1,788 teachers. model brought out three strategies employed period their relationship school-level factors, perceived workload effectiveness student learning. Student-centred learning were especially as influenced stronger collaboration at school level. Our findings illuminate necessity implementing varied flexible methodology contexts, backed proactive dynamic among members parents.
Language: Английский
Citations
1