Knowledge (Co‐)Construction Among Artificial Intelligence, Novice Teachers, and Experienced Teachers in an Online Professional Learning Community DOI Creative Commons
Fangzhou Jin,

Xiafeng Peng,

Lanfang Sun

et al.

Journal of Computer Assisted Learning, Journal Year: 2025, Volume and Issue: 41(2)

Published: Feb. 8, 2025

ABSTRACT Background There are various challenges to teachers' use of generative artificial intelligence (GenAI) for professional learning. Although GenAI is expected play a transformative role in learning, its impact on them remains subtle. Objectives Guided by community practice, this paper examines the integration into an online learning (OPLC) facilitate knowledge co‐construction among GenAI, novice teachers and experienced teachers. Methods We used mixed‐methods approach that included topic modelling sentiment analysis quantitative side content qualitative data. Results identified top three latent themes OPLC's discourse—(1) generating instructional material, (2) assessment, (3) pedagogy—and six distinct teacher‐GenAI interaction profiles. For teachers, these ‘engaged AI explorers’, ‘selective satisfiers’ ‘silent strategists’; we discerned ‘careful critics’, ‘reflective realists’ ‘cautious contemplators’. Novice exhibited technological adaptivity, while ones engaged reflectively with focused more students, proved effective at providing materials. Conclusions The findings demonstrate how can contribute co‐construction, as facilitator rather than replacement human interaction.

Language: Английский

Stichwort: Professionelle Kompetenz von Lehrkräften DOI

Jürgen Baumert,

Mareike Kunter

Zeitschrift für Erziehungswissenschaft, Journal Year: 2006, Volume and Issue: 9(4), P. 469 - 520

Published: Dec. 1, 2006

Citations

1329
Goal structures and teachers' sense of efficacy: Their relation and association to teaching experience and academic level. DOI
Christopher A. Wolters,

Stacy G. Daugherty

Journal of Educational Psychology, Journal Year: 2007, Volume and Issue: 99(1), P. 181 - 193

Published: Feb. 1, 2007

Goal structures reflect the motivational beliefs promoted by prevailing instructional policies and procedures within an academic setting.Teachers' sense of efficacy refers to individuals' judgments or regarding their ability accomplish critical tasks.The relation between these constructs differences on basis teaching experience level were investigated.Teachers (N ϭ 1,024) completed a self-report instrument via Internet.Results indicated that teachers' could be used explain classroom mastery goal structure they reported.Also, some aspects greater for those with more experience, whereas in associated level.Findings are discussed regard implications both theory teacher training.

Language: Английский

Citations

548
Teacher learning from analysis of videotaped classroom situations: Does it make a difference whether teachers observe their own teaching or that of others? DOI
Tina Seidel,

Kathleen Stürmer,

Geraldine Blomberg

et al.

Teaching and Teacher Education, Journal Year: 2010, Volume and Issue: 27(2), P. 259 - 267

Published: Oct. 1, 2010

Language: Английский

Citations

472
Pedagogical content knowledge and content knowledge of secondary mathematics teachers. DOI
Stefan Krauß, Martin Brunner, Mareike Kunter

et al.

Journal of Educational Psychology, Journal Year: 2008, Volume and Issue: 100(3), P. 716 - 725

Published: Aug. 1, 2008

Drawing on the work of L. S. Shulman (1986), authors present a conceptualization pedagogical content knowledge and secondary-level mathematics teachers. They describe theory-based construction tests to assess these categories implementation in sample German teachers (N=198). Analyses investigate whether can be distinguished empirically, mean level degree connectedness between two depends mathematical expertise. Findings show that with an in-depth training (i.e., qualified teach at academic-track Gymnasium) outscore from other school types both exhibit higher cognitive categories.

Language: Английский

Citations

461
Research-Based Design of Pedagogical Agent Roles: a Review, Progress, and Recommendations DOI Open Access
Yanghee Kim,

Amy L. Baylor

International Journal of Artificial Intelligence in Education, Journal Year: 2015, Volume and Issue: 26(1), P. 160 - 169

Published: July 7, 2015

Language: Английский

Citations

383
The COACTIV Model of Teachers’ Professional Competence DOI

Jürgen Baumert,

Mareike Kunter

Springer eBooks, Journal Year: 2013, Volume and Issue: unknown, P. 25 - 48

Published: Jan. 1, 2013

Language: Английский

Citations

366
Declarative knowledge and professional vision in teacher education: Effect of courses in teaching and learning DOI

Kathleen Stürmer,

Karen D. Könings, Tina Seidel

et al.

British Journal of Educational Psychology, Journal Year: 2012, Volume and Issue: 83(3), P. 467 - 483

Published: May 18, 2012

Background. Teachers’ professional vision includes the ability to apply general pedagogical knowledge about components of effective teaching and learning reason significant features classroom practice. It requires teachers (a) describe, (b) explain, (c) predict situations. Although acquisition underling can be considered as a key element university‐based teacher education programmes, date, there has been little empirical research on candidates’ development vision. Aims. This study aims improve understanding how different courses in impact Sample. Participants were candidates ( N = 53) attending same programme at German university. They enrolled one three compulsory learning, lasting semester. Methods. In pre‐test–post‐test design, participants’ declarative was measured with test, online tool Observer. Analysis covariance multivariate analysis variance conducted. Results. Teacher all showed gains both Patterns results differed depending course attended. A video‐based focus resulted highest prediction consequences observed events for student processes, which is level transfer. Conclusion. The strongly knowledge‐guided process. line their content aims, enhance teaching‐relevant candidates.

Language: Английский

Citations

214
Teacher vision: expert and novice teachers’ perception of problematic classroom management scenes DOI Creative Commons
Charlotte Wolff, Halszka Jarodzka,

Niek van den Bogert

et al.

Instructional Science, Journal Year: 2016, Volume and Issue: 44(3), P. 243 - 265

Published: Feb. 8, 2016

Visual expertise has been explored in numerous professions, but research on teachers' vision remains limited. Teachers' visual is an important professional skill, particularly the ability to simultaneously perceive and interpret classroom situations for effective management. This skill complex relies awareness of events. Using eye tracking measurements verbal think aloud, we investigated differences how expert novice teachers problematic scenes. Sixty-seven participated, 35 experienced secondary school (experts) 32 teachers-in-training (novices). Participants viewed videos authentic lessons their movements were recorded as they verbalized thoughts about what had seen lesson it was relevant Two different types viewed: fragments showing (1) multiple events depicting disengaged students with no overt disruptions (2) that included a prominent disruptive event affecting class. Analysis showed novices' viewing more dispersed whereas experts' focused. Irrespective video type, focused attention areas where information available, while scattered across classroom. Experts' perception appears be knowledge-driven image-driven. Experts monitored than novices, novices skipped experts. Word usage also differed, associated higher frequency words referencing cognition, perception, novices.

Language: Английский

Citations

209
Keeping an Eye on Learning DOI
Charlotte Wolff,

Niek van den Bogert,

Halszka Jarodzka

et al.

Journal of Teacher Education, Journal Year: 2014, Volume and Issue: 66(1), P. 68 - 85

Published: Sept. 16, 2014

Classroom management represents an important skill and knowledge set for achieving student learning gains, but poses a considerable challenge beginning teachers. Understanding how teachers’ cognition conceptualizations differ between experts novices is useful enhancing expertise development. We created coding scheme using grounded theory to analyze expert novice verbalizations describing classroom events their relevance management. Four categories of codes emerged. These referred perceptions/interpretations, thematic focus, temporality, cognitive processing expressed. Mixed-method analysis yielded number significant effects related participants’ levels. Notably, diverged significantly based on level. Differences in focus included themes such as learning, discipline, teacher interaction influence. Experts focused the teacher’s ability influence whereas were more concerned with maintaining discipline behavioral norms.

Language: Английский

Citations

198
Do teachers’ years of experience make a difference in the quality of teaching? DOI Creative Commons
Linda J. Graham, Sonia White, Kathy Cologon

et al.

Teaching and Teacher Education, Journal Year: 2020, Volume and Issue: 96, P. 103190 - 103190

Published: Aug. 29, 2020

Extensive reforms have been made to initial teacher education (ITE) improve "teacher quality" without any evidence support the claim that beginning teachers are less competent than experienced teachers. This study adds base by investigating associations between teachers' years of experience and teaching quality. Results show no lower quality for (0–3 years' experience), but some a decline in with 4–5 experience. Findings suggest could be higher overall, targeted evidence-informed professional learning would benefit all

Language: Английский

Citations

180