Examining the changes in the self-efficacy and pedagogical beliefs of preservice teachers in Japan DOI Creative Commons
Ye Wang, Takashi Yonezawa, Akane Yamasaki

и другие.

Frontiers in Education, Год журнала: 2024, Номер 9

Опубликована: Апрель 29, 2024

With the outbreak of COVID pandemic, preservice teachers have experienced an unprecedented situation and faced various kinds issues due to uncertain learning teaching environments. As a result, they felt insecure disappointed about their performance during student teaching. Self-efficacy teach pedagogical beliefs are crucial elements that influence teachers’ professional development in early stage. This study adopted quantitative research method examine changes self-efficacy after initial teacher education stage Japanese context how changed COVID-19 pandemic. A sample 133 primary university Western Japan was recruited this study. Two structured surveys were used collect data, factor analyses paired t -tests fitted. verified validity internal consistency two context. The results showed made steeper change Their increased significantly, however, yielded small effect. suggested is essential source on beliefs. contributes meaningful application theories developed West by highlighting educational provides implications for effectively reinforcing through developing deeper reflection skills, thus supporting them overcome challenges future careers.

Язык: Английский

Artificial intelligence in higher education: exploring faculty use, self-efficacy, distinct profiles, and professional development needs DOI Creative Commons
Dana-Kristin Mah, Nancy Gross

International Journal of Educational Technology in Higher Education, Год журнала: 2024, Номер 21(1)

Опубликована: Окт. 16, 2024

Abstract Faculty perspectives on the use of artificial intelligence (AI) in higher education are crucial for AI’s meaningful integration into teaching and learning, yet research is scarce. This paper presents a study designed to gain insight faculty members’ ( N = 122) AI self-efficacy distinct latent profiles, perceived benefits, challenges, use, professional development needs related AI. The respondents saw greater equity as greatest benefit, while students lack literacy was among with majority interested development. Latent class analysis revealed four member profiles: optimistic, critical, critically reflected, neutral. optimistic profile moderates relationship between usage. adequate support services suggested successful sustainable digital transformation.

Язык: Английский

Процитировано

10
Unraveling TPACK: Investigating the inherent structure of TPACK from a subject-specific angle using test-based instruments DOI Creative Commons
Armin Fabian, Tim Fütterer, Iris Backfisch

и другие.

Computers & Education, Год журнала: 2024, Номер 217, С. 105040 - 105040

Опубликована: Март 18, 2024

Against the backdrop of digitalization, it is imperative to provide pre-service teachers with adequate training opportunities foster their professional knowledge regarding technology integration in teaching-learning situations. However, date, only limited insights into empirical nature such – often subsumed under term Technological Pedagogical and Content Knowledge (i.e., TPCK) are possible given heterogeneity prior research investigating relationship between different components. This likely due predominant use self-reports previous studies. this background, present study pursued two goals. The first goal was investigate TPCK among teachers, utilizing test-based instruments explore TPCK's from a subject-specific angle, that is, its (PCK) (TK). Given widespread self-reports, study's second examine self-reported TPCK, exploring associated factors (e.g., teachers' gender, experience teaching technologies school, or metacognitive accuracy) may explain why both measures linked weakly. Findings reveal PCK TK statistically predicted similar extent highlighting integrated TPCK. moderated by accuracy, but not gender experience. Together, these offer valuable guidance for refining teacher effective indicating need target also

Язык: Английский

Процитировано

5
Teachers’ trajectories of technology integration during participation in an online professional development program DOI Creative Commons
Tim Fütterer, Iris Backfisch, Andreas Lachner

и другие.

Zeitschrift für Erziehungswissenschaft, Год журнала: 2024, Номер 27(3), С. 769 - 801

Опубликована: Май 21, 2024

Abstract Technology-related professional development (PD) is a crucial strategy to prepare and encourage teachers integrate technology into their teaching in high-quality way. During teachers’ participation technology-related PD, change processes occur from current desired status of technology-enhanced (TET). A higher probability disruption TET can be assumed during these processes. However, previous research on PD mainly based cross-sectional data that does not provide insight such (especially participation). In this study, we examined trajectories closely 3-month online (OPD). We conducted concurrent explanatory mixed-methods approach analyze longitudinal the first four weeks OPD, focusing 23 who completed weekly reflection diaries. Findings multilevel framework revealed most variances integration (i.e., frequency quality) motivation use for self-efficacy utility value) was due contextual factors. Using linear mixed-effects models, found statistically significant decrease quality over time. Analyses reflections extreme cases allowed us identify possible relevant characteristics related smoother TET: 1) one generic across lessons 2) ready-to-use domain-specific technology. Implications practice are discussed, as attention unintended side effects instructional phases OPD.

Язык: Английский

Процитировано

4
Feasibility of adaptive teaching with technology: Which implementation conditions matter? DOI Creative Commons
Leonie Sibley, Andreas Lachner,

Christine Plicht

и другие.

Computers & Education, Год журнала: 2024, Номер 219, С. 105108 - 105108

Опубликована: Июль 2, 2024

Adaptive teaching is regarded to address students' heterogeneity in schools and individually support their learning. Technology may help teach adaptively. However, it still unclear whether realizing adaptive with technology a feasible practice real-world classrooms. More importantly, an open question which boundary conditions constrain the feasibility of technology. We realized four-year co-design-project researchers teachers co-constructively developed units (duration: 3–4 weeks) by deliberately integrating across secondary education. To assess technology-enhanced teaching, we followed sequential-explanatory mixed-methods approach during co-design-process. combined quantitative study (N = 183), investigating learning gains potential moderators, qualitative means semi-structured teacher interviews 3) on implementation units. observed that were particularly beneficial for students low prior knowledge when they highly needs. Fine-grained findings indicated formative assessments consolidation phases crucial as well parsimonious use technologies. These indicate depends conditions, highlighting need further unfold teaching.

Язык: Английский

Процитировано

4
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

и другие.

Education Sciences, Год журнала: 2025, Номер 15(2), С. 205 - 205

Опубликована: Фев. 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.

Язык: Английский

Процитировано

0
Perceptions versus performance: Assessing teacher learning in asynchronous online professional development DOI Creative Commons
Jingxian Li, Yasemin Copur‐Gencturk

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

Опубликована: Сен. 2, 2024

Abstract Teacher learning in asynchronous online professional development (PD) is often measured by self-reported instruments, despite uncertainties regarding teachers’ accuracy their self-assessment of learning. This study explored whether gains content knowledge for teaching aligned with those direct assessments. Through quantitative analyses data collected from 57 middle school mathematics teachers who participated a fully PD program, we found no significant correlation between and Additionally, examined the role use self-regulated (SRL) strategies, namely organization, elaboration, monitoring, program conducting linear regression analyses. Our results indicated that frequently monitored understanding demonstrated greater as However, none SRL strategies predicted self-assessments program. These findings raise concerns about relying solely on instruments to capture programs, they emphasize need more robust accurate outcome measures context.

Язык: Английский

Процитировано

2
TPACK in Action: Contextual Effects of Pre-Service and In-Service Teachers’ Knowledge Structures for Technology Integration DOI Creative Commons
Franziska Tschönhens, Iris Backfisch, Tim Fütterer

и другие.

Computers and Education Open, Год журнала: 2024, Номер 7, С. 100219 - 100219

Опубликована: Сен. 7, 2024

Язык: Английский

Процитировано

1
Survey of Teachers’ Learning Resource Needs for “Projek Penguatan Profil Pelajar Pancasila (P5)” in Elementary School DOI Creative Commons
Ryan Dwi Puspita, Trisna Nugraha,

Faridillah Fahmi Nurfurqon

и другие.

Advances in Social Science, Education and Humanities Research/Advances in social science, education and humanities research, Год журнала: 2024, Номер unknown, С. 59 - 66

Опубликована: Янв. 1, 2024

The implementation of the independent curriculum must be supported by provision teacher learning materials and innovative teaching tools both in intra-learning Pancasila student profile project learning.The aim this research is to determine need for resources form platforms support Projek Penguatan Profil Pelajar (P5) (Pancasila Student Profile Strengthening Project) elementary schools.The method used survey with school respondents West Java region.Data collection techniques were carried out distributing questionnaires closed a Likert scale open questionnaires.Data processing are editing, coding, entry descriptive analysis.Survey results show that teachers region can accessed wherever they are.This proven availability special platform easy access regarding strengthen students which still not available.The conclusion from related content needed education.

Язык: Английский

Процитировано

0
Examining the changes in the self-efficacy and pedagogical beliefs of preservice teachers in Japan DOI Creative Commons
Ye Wang, Takashi Yonezawa, Akane Yamasaki

и другие.

Frontiers in Education, Год журнала: 2024, Номер 9

Опубликована: Апрель 29, 2024

With the outbreak of COVID pandemic, preservice teachers have experienced an unprecedented situation and faced various kinds issues due to uncertain learning teaching environments. As a result, they felt insecure disappointed about their performance during student teaching. Self-efficacy teach pedagogical beliefs are crucial elements that influence teachers’ professional development in early stage. This study adopted quantitative research method examine changes self-efficacy after initial teacher education stage Japanese context how changed COVID-19 pandemic. A sample 133 primary university Western Japan was recruited this study. Two structured surveys were used collect data, factor analyses paired t -tests fitted. verified validity internal consistency two context. The results showed made steeper change Their increased significantly, however, yielded small effect. suggested is essential source on beliefs. contributes meaningful application theories developed West by highlighting educational provides implications for effectively reinforcing through developing deeper reflection skills, thus supporting them overcome challenges future careers.

Язык: Английский

Процитировано

0