Exploring the Interplay Between Teaching Strategies and Digital Competencies Beliefs Among Pre-Service Teachers: A Longitudinal Study DOI Creative Commons

A. Hirsch,

Charlott Rubach

Education Sciences, Journal Year: 2024, Volume and Issue: 14(12), P. 1342 - 1342

Published: Dec. 9, 2024

One goal of teacher education is to create learning environments where pre-service teachers can explore and enhance their digital competencies. We aim contribute knowledge on how these should be designed. First, our study focuses examining the changes in teachers’ Technological Pedagogical Knowledge (TPK) Content (TPACK) over one semester. Secondly, we evaluate impact various teaching strategies aimed at fostering professional competencies, as conceptualized by Synthesis Qualitative Evidence (SQD) model. Our sample comprised 308 (30% male students; x¯age = 23.29) from German University attending different seminars (N 40). Utilizing latent-change score models bi-factor exploratory structural equation models, indicated no significant overall change TPK TPACK across seminars. Taking into account SQD students’ satisfaction with these, not single but orchestration significantly positively impacted development within a These findings highlight importance employing TPACK.

Language: Английский

The interplay between teachers’ trust in artificial intelligence and digital competence DOI Creative Commons
Margarida Lucas, Yidi Zhang, Pedro Bem-Haja

et al.

Education and Information Technologies, Journal Year: 2024, Volume and Issue: unknown

Published: May 20, 2024

Abstract This study examines the relation between K-12 teachers’ trust in artificial intelligence (TAI), their knowledge of AI (KAI), and digital competence (DC). It further TAI age, sex, teaching experience International Standard Classification Education (ISCED) levels. The employed a comprehensive validated instrument used sample 211 primary secondary school teachers. results show that there is significant positive all three variables KAI robust substantial predictor TAI. In absence KAI, DC ceases to exist. addition, teachers with different levels do not differences attitudes towards AI. Results independent ISCED level this contributes valuable insights into complex interplay TAI, DC, providing practical implications for policy, teacher preparation professional development rapidly evolving landscape integration education.

Language: Английский

Citations

6
Multilevel analysis of the effects of principal support and innovative school climate on the integration of technology in learning activities DOI
Stefan Ninković, Olivera Knežević Florić, M. Momcilovic

et al.

Computers & Education, Journal Year: 2023, Volume and Issue: 202, P. 104833 - 104833

Published: May 16, 2023

Language: Английский

Citations

14
Preparing Teachers of the Future in the Era of Artificial Intelligence DOI Creative Commons

Akilu Isma’il,

Abdulrahaman Aliu,

Mansur Ibrahim

et al.

Journal of Artificial Intelligence Machine Learning and Neural Network, Journal Year: 2024, Volume and Issue: 44, P. 31 - 41

Published: June 5, 2024

Artificial Intelligence (AI) is designed to create intelligent systems capable of performing tasks traditionally dependent on human intellect. Its integration into the field education presents both opportunities and challenges as it quickly expanding. Preparing teachers for this rapidly advancing technological shift essential success, itself not static. This position paper adopts methodology synthesizing existing literature innovative strategies integrating AI preparation Teachers Future. The concept Future was introduced in paper, addressing concerns surrounding AI’s potential replace teachers. recognized irreplaceable roles providing emotional moral support well nurturing critical thinking among learners. It further explored importance effective application teaching learning processes. Drawing upon synthesis collected from review related works, preparing Era can be realized by implementing approaches such development literacy, teacher training courses, promoting collaborative training, offering continuing opportunities, a positive attitude towards utilization. suggested, others, that should provided with foundational processes within programmes offered institutions.

Language: Английский

Citations

4
Digital Competence of Lecturers and Its Impact on Student Learning Value in Higher Education DOI Creative Commons

Tran Dong Dang,

Thanh Tú Phan,

Thi Nhu Quynh Vu

et al.

Heliyon, Journal Year: 2024, Volume and Issue: 10(17), P. e37318 - e37318

Published: Sept. 1, 2024

Language: Английский

Citations

4
EDUCATION 5.0 CHALLENGES AND SUSTAINABLE DEVELOPMENT GOALS IN EMERGING ECONOMIES: A MIXED-METHOD APPROACH DOI
Vernika Agarwal, Pramode Verma, Giulio Ferrigno

et al.

Technology in Society, Journal Year: 2025, Volume and Issue: unknown, P. 102814 - 102814

Published: Jan. 1, 2025

Language: Английский

Citations

0
Rethinking Professional Development: Development and Evaluation of an Evidence-Based Online PD Course on the Effective Use of Technology in the Classroom DOI Creative Commons
Tim Fütterer, Christina Wurst,

Annika Goeze

et al.

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
Teachers’ professional beliefs made a difference for instructional quality in distance learning during the COVID-19 pandemic DOI Creative Commons
Nikolaus Bönke, Mareike Kunter, Thamar Voss

et al.

Zeitschrift für Pädagogische Psychologie, Journal Year: 2025, Volume and Issue: unknown

Published: Feb. 21, 2025

Abstract: The aim of the present study is to examine if teachers’ professional beliefs accounted for differences in self-reported instructional quality distance learning during COVID-19 pandemic. N = 194 German mathematics teachers were surveyed pandemic 2021 about their (potential cognitive activation, support, management time). Teachers’ constructivist and self-efficacy assessed 2019, before Results structural equation modeling indicate that stronger beliefs, higher potential activation learning. Self-efficacy predicted support better time. These significant associations persisted when pandemic-specific resources (technological pedagogical knowledge, technical at school, collaborative teaching planning; all measured by self-reports) considered. Thus, findings assumption are important adapting challenging unfamiliar circumstances such as pandemic, still ensuring high quality.

Language: Английский

Citations

0
Behavioral analysis of teachers and students in higher education supervision mechanisms DOI

Yongkang Su,

Zuqin Zhang

Learning and Motivation, Journal Year: 2025, Volume and Issue: 90, P. 102120 - 102120

Published: March 18, 2025

Language: Английский

Citations

0
Enhancing teacher confidence and competence: A case study of digital research skills training DOI
Najmeh Behnamnia, Siavash Hayati

E-Learning and Digital Media, Journal Year: 2025, Volume and Issue: unknown

Published: March 29, 2025

Despite the growing need for digital research skills in education, many teachers struggle to acquire and implement these skills, leading reduced confidence competence. This case study investigated impact of a targeted training program on teachers’ self-reported confidence, competence, classroom practices. Teachers participated workshops hands-on activities that promoted effective navigation utilization resources. Data collected through surveys, interviews, observations revealed significant increase teachers' integration their teaching Notably, uncovered strong correlation between teacher competencies student engagement, finding has received limited attention previous literature. By emphasizing role fostering this highlights importance providing professional development opportunities address specific needs challenges. Moreover, findings suggest such programs may contribute improved learning experiences, demonstrating potential benefits broader educational community.

Language: Английский

Citations

0
Exploring the nexus of self-efficacy in digital literacy and technology acceptance: insights from L2 Chinese teachers DOI
J.T. Yang,

Kaiyang Lou

Asia Pacific Journal of Education, Journal Year: 2024, Volume and Issue: unknown, P. 1 - 19

Published: April 9, 2024

This study explores the extent to which L2 Chinese teachers (Teachers of as a Second or Foreign Language) embrace and integrate technology into their teaching practices, how self-efficacy in digital literacy (referred L2CDL) influences acceptance technology. It extended Technology Acceptance Model (TAM) by adding L2CDL key factor that teachers' perceptions behaviours regarding use. Utilizing sample 445 teachers, adapted assessment tools employed structural equation modelling scrutinize L2CDL-TAM relationship. The research centred on two primary objectives. First, it validated applicability TAM model within context education, confirming its suitability with relationships consistent original model. Notably, established robust correlation between perceived usefulness (PU) behavioural intention (BI). Second, delved association technology-related factors, revealing significant positive critical elements, including PU, ease use (PEU), BI. has exerted an influence relationship PEU L2CDL-PEU connection being particularly pronounced. underscores pivotal role shaping attitudes towards adoption.

Language: Английский

Citations

2