Futurity Education,
Год журнала:
2023,
Номер
unknown, С. 98 - 110
Опубликована: Июнь 25, 2023
A
highly
qualified
teacher
of
the
future
should
demonstrate
to
students
highest
performance
and
expected
results
their
activities
after
completing
proposed
tasks
activities.
At
same
time,
professional
take
care
adaptation
fact
diversity
by
changing
teaching
strategies
learning
materials
that
are
appropriate
age,
prior
learning,
cultural
values,
individual
needs
educational
program.
The
role
in
is
ensure
formation
education
personalities
new
generations
training
within
institutions,
closely
related
life,
social
professional,
moral,
civic
Therefore,
purpose
article
analyze
problems
forming
skills
personality
traits
a
would
cause
reverberations
for
many
years
graduation.
work
uses
general
scientific
special
research
methods,
adheres
principles
objectivity,
scientificity,
specificity,
systematicity
argue
normative
reason,
updating
system
competencies
an
increasingly
globalized,
multicultural,
diverse,
complex
environment
marked
digital
technologies
transformations.
It
about
need
change
acquiring
thorough
knowledge
mobilize
achievements
teachers.
This
whole
point
rewriting
common
core
knowledge,
skills,
culture
envisioned
Ukrainian
reform.
Search
engines
have
identified
more
than
100
articles
on
pedagogy.
As
result
selection
verification
process,
only
21
state-of-the-art
sources
from
2021-2022
were
selected
(given
novelty
research).
address
problem
competence
development
European
countries.
generalization
characteristics
context
global
challenges
our
time
made
based
contrast
experiences
described
countries
opinion
participants
relevant
forum.
Thus,
reference
base
pedagogical
professions
reflect
developments
teachers
staff
system.
Computers & Education,
Год журнала:
2023,
Номер
198, С. 104756 - 104756
Опубликована: Фев. 13, 2023
To
unfold
the
potential
of
learning
with
technology
in
classrooms,
teachers
must
be
prepared
to
integrate
it
meaningfully
and
high
instructional
quality.
Professional
development
(PD)
is
an
important
avenue
for
preparing
in-service
into
their
teaching.
Whereas
existing
research
indicates
that
teachers'
motivation
predicts
classroom
use
participation
PD,
knowledge
about
other
predictors
(e.g.,
technology-related
personality)
scarce.
This
scarcity
surprising
because
prior
and,
example,
conscientiousness
are
especially
systems
which
choose
PD
voluntarily.
In
this
study,
we
analyzed
unique
data
from
321
whose
schools
were
randomized
receive
one-to-one
technology.
Using
sequential
linear
nonlinear
regression,
examined
extent
will,
skills,
simultaneously
(rather
than
separately)
predicted
intentions
participate
PD.
Controlling
personal
contextual
characteristics,
found
robust
evidence
perceived
utility
classrooms
was
a
stronger
predictor
conscientiousness.
Contrary
assumptions,
our
findings
illustrate
should
still
made
aware
instruction
strengthen
Computers and Education Open,
Год журнала:
2024,
Номер
7, С. 100205 - 100205
Опубликована: Июль 20, 2024
Measuring
Technological
Pedagogical
and
Content
Knowledge
(TPACK)
in
context
is
still
a
pertinent
issue,
as
previously
rather
decontextualized
self-reports
have
been
the
predominant
measure,
while
knowledge
test
instruments
are
scarce.
Self-reports
can
be
interpreted
general
measures
of
performance-related
self-beliefs.
Still,
due
to
contextualized
nature
TPACK
potential
biases,
their
use
proxies
for
actual
has
criticized.
may
especially
gender
biased
women
often
underestimate
performance
STEM
subjects.
Drawing
on
sample
N
=
161
mathematics
in-service
pre-service
teachers,
we
aim
analyze
(i)
structure
self-reported
(ii)
relationship
between
knowledge.
To
this
end,
used
instrument
that
infers
amount
separately
each
dimension
from
over
multiple
authentic
demands
teachers
encounter
teaching
secondary
school
mathematics.
The
current
study
shows
self-beliefs
separated
measured
reliably.
Although
all
show
bivariate
relations
corresponding
dimensions,
changes
PCK
TPCK
when
other
dimensions
controlled.
We
interpret
these
findings
TCK
self-belief
lesser
degree
CK
seem
calibrated
according
knowledge,
primarily
non-pedagogy-related
Lastly,
do
not
find
but
small
effect
with
lower
female
dimensions.
Journal of Computer Assisted Learning,
Год журнала:
2022,
Номер
39(1), С. 269 - 285
Опубликована: Сен. 21, 2022
Abstract
Background
Globally,
digital
skills
are
a
crucial
aspect
of
education
that
schools
should
develop
systematically.
Research
on
tends
to
be
measured
using
self‐reports,
performance
tests
or
interventions.
There
is
less
knowledge
about
student
and
teacher
uptake
technology
in
school,
making
it
important
investigate
the
actual
use
authentic
classroom
settings.
Objectives
This
study
contributes
unique
baseline
data
concerning
students'
across
mandatory
English
courses
real
settings
secondary
Norway
over
time.
Methods
The
adapted
national
framework
for
into
an
observation
protocol.
With
it,
this
analysed
videos
from
60
naturally
occurring
lessons
13
classes
at
seven
lower
two
school
years
(grades
9
10),
following
186
students
(aged
13–15)
10
teachers.
Results
Conclusions
Students
used
critical
half
video‐recorded
lessons,
with
more
skill
some
main
finding
classrooms
regards
basic,
not
advanced,
skills.
Takeaways
Although
teachers
provide
opportunities
advanced
needed.
work
calls
continued
video
recordings
systematic
comparisons
potential
shifts
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.
Eurasia Journal of Mathematics Science and Technology Education,
Год журнала:
2025,
Номер
21(1), С. em2558 - em2558
Опубликована: Янв. 2, 2025
The
study
aims
to
identify
trends
in
STEM
education
policies
and
reforms
during
the
last
twenty-three
years
understand
how
has
developed
explain
paradox
between
suggested
outcomes
education.
A
total
of
1,493
articles
were
identified
from
database
search.
After
initial
analysis,
27
included
review
analyzed
using
qualitative
content
analysis
open
coding.
First,
need
approach
as
an
interdisciplinary,
integrated
approach,
focusing
on
problem
solving
by
students
emerged.
Furthermore,
described
published
papers
are
happening
either
outside
formal
school
time,
or
a
small
scale
not
systematic
efforts
address
concerns
at
local,
national
international
level.
gap
is
putting
practice,
large
scale,
Implications
suggestions
for
action
discussed.
Frontiers in Education,
Год журнала:
2025,
Номер
10
Опубликована: Март 26, 2025
Despite
the
recent
increase
in
research
on
artificial
intelligence
education
(AIED),
studies
investigating
perspectives
of
academic
staff
and
implications
for
future-oriented
teaching
at
higher
institutions
remain
scarce.
This
exploratory
study
provides
initial
insight
into
112
by
focusing
three
aspects
considered
relevant
sustainable,
age
AI:
instructional
design,
domain
specificity,
ethics.
The
results
indicate
that
participants
placed
greatest
importance
AIED
Furthermore,
indicated
a
strong
interest
(mandatory)
professional
development
AI
more
comprehensive
institutional
support.
Faculty
who
perceived
design
as
important
were
likely
to
use
AI-based
tools
their
practice.
However,
relevance
specificity
ethics
did
not
predict
tool
integration,
which
suggests
an
intention–behavior
gap
warrants
further
investigation
factors
such
literacy
structural
conditions
education.
findings
may
serve
basis
discussion
adequate
support
services
learning
AI.
