Unterrichtswissenschaft,
Год журнала:
2023,
Номер
51(4), С. 579 - 604
Опубликована: Дек. 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
The
development
and
distribution
of
digital
learning
software,
such
as
intelligent
tutoring
systems
(ITSs),
have
evolved
into
a
billion-dollar
industry,
impacting
vast
number
students
worldwide.
While
ITSs
significant
potential
to
effectively
transform
support
teachers,
the
extent
which
rely
on
teacher
maintain
students’
engagement
with
ITS
is
less
well
understood.
This
study
evaluates
exceptionally
rich
data
from
an
for
mathematics
used
in
Germany
Netherlands
(~139,000,000
problems;
n
~
194,000
students)
between
2016
2023.
We
compared
whether
varied
based
how
they
ITS:
(i.e.,
teachers
assigned
problems
versus
without
self-assigned
problems).
Our
results
indicated
that
consistently
(i)
dropped
out
later,
(ii)
were
active
significantly
more
weeks,
(iii)
worked
through
each
week
support.
observed
these
robustly
across
academic
school
years
within
examined
period.
Overall,
our
challenges
usefulness
software
stand-alone
tools
emphasizes
need
embedding
real-life
scenarios
involving
teachers.
Research in Social Sciences and Technology,
Год журнала:
2023,
Номер
8(3), С. 134 - 154
Опубликована: Сен. 12, 2023
Even
before
the
Covid-19
pandemic
created
a
historic
pivotal
moment
for
teacher
training
programmes
on
global
scale,
development
of
digital
competencies
has
been
regarded
as
focal
point
teachers.
Tertiary
institutions
had
just
become
accustomed
to
including
technology
in
their
curricula
when
forced
critical
re-evaluation
current
practice.
In
mere
matter
days,
use
was
not
only
discussion
anymore;
it
lived.
The
ability
educators
teach
with
direct
impact
student
success.
Connectivity,
access
suitable
devices
and
sustainable
support
were
now
important
considerations
educators.
harsh
reality
soon
became
clear:
Although
some
tertiary
could
pre-service
teachers
regarding
access,
connectivity
devices,
many
students
lacked
required
academic
progress
It
is
evident
that,
post-Covid-19
academia,
enhancement
will
remain
priority
programmes.
integration
content
pedagogical
knowledge
essential
successful
future
This
article
thus
reflects
efforts
institution
South
Africa
address
inclusion
its
curriculum
through
newly
developed
that
focuses
competency.
Recommendations
indicate
effective
does
have
include
major
curricular
changes
but
should
rather
embedded
within
modules
such
teaching
Advances in Social Science, Education and Humanities Research/Advances in social science, education and humanities research,
Год журнала:
2022,
Номер
unknown
Опубликована: Янв. 1, 2022
Society
5.0
has
a
consequence
on
all
aspects
including
the
education
aspect.Education
is
required
to
be
able
adapt
any
changes
that
exist,
of
course,
in
this
case,
society
era
an
impact
readiness
for
job
student
teachers
prepare
changes.This
study
aims
examine
facing
challenges
will
faced
with
implementation
and
competencies
needed
future.This
uses
descriptive
quantitative
approach
survey
method.The
sample
from
two
teacher
training
colleges
(n=305)
was
surveyed
explore
extent
which
students
felt
prepared
society's
challenges.Collecting
data
questionnaire
analysis
using
statistics.This
describes
four
namely
communication
skills,
leadership,
curiosity,
comprehension
reading
skill.Overall,
results
identified
are
quite
ready
leadership
skills
need
developed
curiosity
among
these
teachers.These
become
important
researched
because
they
must
owned
by
every
affect
role
college
institution
shaping
their
professional
competencies.
Unterrichtswissenschaft,
Год журнала:
2023,
Номер
51(4), С. 579 - 604
Опубликована: Дек. 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
