Teacher-reported instructional quality in the context of technology-enhanced teaching: The role of teachers’ digital competence-related beliefs in empowering learners

Computers & Education, Год журнала: 2023, Номер 198, С. 104761 - 104761

Опубликована: Фев. 20, 2023

Teachers' competence-related beliefs are crucial in determining teachers' professional competence and instructional quality. However, the context of technology-enhanced teaching, studies regarding beliefs, specifically dimensions their relations to quality, limited. Against this backdrop, purpose present study is twofold: The first test factorial structure a measure that assesses dimension empowering learners with its subdimensions differentiation actively engaging based on European Framework for Digital Competence Educators (DigCompEdu). second examine between reported use digital technologies enhance classroom management, cognitive activation, supportive climate. Based data from 145 teachers (73.1% female), both were analyzed using various approaches structural equation modeling. results supported bifactor confirmatory factor analysis model general defined as well two representing learners. positively related teacher-reported Understanding about quality teaching relevant teacher education address learners' diverse learning needs, promote active creative engagement.

Язык: Английский

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Digital learning in schools: Which skills do teachers need, and who should bring their own devices?

Teaching and Teacher Education, Год журнала: 2024, Номер 152, С. 104788 - 104788

Опубликована: Сен. 30, 2024

Язык: Английский

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Basisdimensionen der Unterrichtsqualität im Kontext des Erwerbs digitaler Kompetenzen an resilienten Schulen

Zeitschrift für Bildungsforschung, Год журнала: 2025, Номер unknown

Опубликована: Фев. 5, 2025

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Simulations in Teacher Education: Learning to Diagnose Cognitive Engagement

Education Sciences, Год журнала: 2025, Номер 15(3), С. 261 - 261

Опубликована: Фев. 20, 2025

Technology has shown to be beneficial for initiating cognitive engagement. In the present study, engagement was conceptualized by ICAP framework, proposing four levels of (interactive, constructive, active, passive), which can determined from observable student activities. To initiate engagement, teachers require diagnostic skills. With this we aimed foster those We designed and validated a simulation with N = 213 pre-service investigate validity simulation. Moreover, evaluated difficulty diagnosing within planning implementing lessons. used linear regressions validation confusion matrices insights into process. The study results show varying due (a) challenges in inferring involved processes (b) different phases teaching. Levels that inferential identify them are more difficult diagnose. This highlights importance adding scaffolds our help understand generating knowledge co-generating knowledge. More importantly, reveals shortcomings framework presents first suggestions its further development.

Язык: Английский

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A Systematic Review of Research Examining Teachers’ Competence-Related Beliefs About ICT Use: Frameworks and Related Measures

Edition ZfE, Год журнала: 2023, Номер unknown, С. 189 - 230

Опубликована: Янв. 1, 2023

Existing measures of teachers' ICT-related competences and competence beliefs vary broadly across studies. This systematic review provides a summary dimensions assigned different theoretical conceptualizations teacher regarding ICT use, both basic professional pedagogical competence. Guided by this summary, existing competence-related about use are reviewed, described, compared. A total 45 studies published between 2016 early 2021 included in rapid (databases: ERIC, ScienceDirect, tandfonline). Across all studies, were assessed 49 ways. The majority designed to assess (n = 46) rather than 25). In addition the large variability reviewed instruments, labels used, background, number items used also vary. Thus, our points high diversity use.

Язык: Английский

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Self-assessments, attitudes, and motivational orientations towards the use of digital media in teaching a comparison between student teachers of different subject clusters

Heliyon, Год журнала: 2023, Номер 9(9), С. e19516 - e19516

Опубликована: Авг. 30, 2023

Findings from research on the education of teachers show that student lack competence in utilization digital media and often fail to see added value using concepts classrooms. Teacher training institutions are faced with central challenge providing adaptive learning opportunities for their areas. In context various teaching subjects, this raises questions about specific starting points actual needs students, as well university course offerings. The present study tackles topic explores commonalities differences between three subject clusters: science, technology, engineering, mathematics (STEM); language literature arts (LLA); social sciences (SOCS). questionnaire-based examines teachers' self-assessments abilities terms media, attitudes, motivational orientations towards use teaching. Group comparisons STEM rate themselves better facets such technological knowledge, content pedagogical although attitudes motivation do not differ. Despite different interrelation effects investigated influencing factors depending clusters, findings suggest promotion competencies positive increase motivation.

Язык: Английский

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Jingle-Jangle in der Messung digitaler Kompetenzen von (angehenden) Lehrkräften

MedienPädagogik Zeitschrift für Theorie und Praxis der Medienbildung, Год журнала: 2024, Номер 57, С. 75 - 102

Опубликована: Март 25, 2024

Die rasante Integration digitaler Prozesse im beruflichen Umfeld erfordert eine kontinuierliche Weiterbildung Umgang mit digitalen Medien, die zur Entwicklung Kompetenz führt. Aus wissenschaftlicher Sicht ist Operationalisierung des Konstrukts der notwendig, um solche Weiterbildungsprozesse zu untersuchen. quantitative jedoch Herausforderungen verbunden, einen Dialog bedürfen. Dieser Beitrag beleuchtet Herausforderungen, sich bei Untersuchung und Messung ergeben, wobei Forschung Lehrkräften als Beispiel Erläuterung genutzt werden. Aktuelle sind (a) das Fehlen einer einheitlichen Definition, Debatten über (b) Verhältnis von grundlegender professioneller Kompetenz, (c) Begründung Fähigkeiten, Wissen Motivation sowie (d) Probleme uneinheitlicher Terminologie Messung, was jingle-jangle Irrtum bezeichnet wird. Diese gefährden Transparenz den interdisziplinären Dialog. In diesem werden daher erörtert einige Lösungen Verbesserung Vermeidung Fallstricken in vorgeschlagen. Es Strategien vorgeschlagen, wie Schaffung präziser theoretischer Grundlagen, Klärung messenden Kompetenzelemente Verwendung präzisen gelingen kann, interdisziplinäre Forschungsfeld voranzubringen.

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Quality of technology integration matters: Positive associations with students’ behavioral engagement and digital competencies for learning

Education and Information Technologies, Год журнала: 2024, Номер unknown

Опубликована: Окт. 29, 2024

Abstract Despite extensive research on technology's potential to enhance teaching, large-scale studies often report mixed or negative impacts of technology use at school student learning achievements. This ambiguity is attributed previous focusing more the frequency rather than quality integration in classroom. To further investigate this issue, our study developed Technology Integration Quality Scale (TIQS) measure students' perceptions across different dimensions teaching quality: support for learning, classroom management, individualized and cognitive activation. Using a sample 2,281 students from 29 upper secondary schools Switzerland, we validated TIQS through exploratory confirmatory factor analyses. We also employed cluster-robust structural equation modelling examine how both perceived predict students’ self-assessed digital competencies behavioral engagement learning. The results show that explains considerably variance promoting However, competencies, quantity substantial amount variance. By simultaneously considering multiple quality, two output variables, contributes existing by offering nuanced perspective impact integration. Furthermore, interaction effects between independent variables highlight need explore relationships which could contribute development theory generic .

Язык: Английский

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Math is cool – for school? Insights into preservice teachers’ views on the mathematics discipline between an academic and a job-related focus

Teaching and Teacher Education, Год журнала: 2023, Номер 132, С. 104247 - 104247

Опубликована: Июль 3, 2023

In academic teacher education, preservice teachers may develop complex views on their chosen scientific discipline of study, as a tension exist between purely focus and job-related focus. This study reports quantitative data from N = 259 mathematics indicating the in four facets task value enjoyment well an open statement. Cluster analysis five variables suggests three disjunct clusters, qualitative support cluster structure. Data are discussed regarding higher education role content education.

Язык: Английский

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Development of Prospective Teachers’ Ict- Related Beliefs, Competencies, and Motivational Orientations in a One-Semester School Internship during the COVID-19 Pandemic

MedienPädagogik Zeitschrift für Theorie und Praxis der Medienbildung, Год журнала: 2023, Номер unknown, С. 22 - 50

Опубликована: Март 29, 2023

Für die lernförderliche Einbindung digitaler Medien in schulische Lehr-Lern-Situationen sollten angehende Lehrkräfte neben mediendidaktischen sowie medienerzieherischen Kompetenzen auch über medienbezogene motivationale und volitionale Dispositionen verfügen. Insbesondere Einstellungen selbsteingeschätzte sind Einflussfaktoren auf Motivation zur Mediennutzung. Auf Basis einer Sekundäranalyse wird daher diesem Beitrag wechselseitige Entwicklung dieser für verschiedene Kompetenzfacetten von N = 269 Lehramtsstudierenden längsschnittlich untersucht, ein fünfmonatiges Langzeitpraktikum während der Massnahmen Eindämmung CoViD-19-Pandemie im Wintersemester 2020/2021 absolviert haben. Diese Zeit ging mit vermehrten medienbezogenen Lerngelegenheiten einher. Die Ergebnisse zeigen, dass sich angehenden hinsichtlich Mediennutzung kaum veränderten, Medienkompetenzen hingegen kleinem bis mittlerem Effekt positiv entwickelten. Cross-Lagged-Panel-Analysen zeigen zudem, eine hohe Orientierung Bezug zu Beginn des Langzeitpraktikums selbsteingeschätzter auswirkte, allerdings nicht allen Analyse betrachteten Kompetenzfacetten.

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