Education Sciences,
Год журнала:
2024,
Номер
15(1), С. 15 - 15
Опубликована: Дек. 26, 2024
The
integration
of
digital
media
in
German
classrooms
remains
limited,
partly
due
to
teachers’
low
motivation,
self-efficacy,
and
negative
attitudes
toward
these
tools.
This
study
investigates
how
vicarious
experiences
influence
pre-service
self-efficacy
dispositions
their
motivational
orientation
using
teaching.
Beyond
this,
personal
were
implemented
via
an
ecologically
valid
intervention,
on
the
respective
constructs
was
examined.
employed
a
longitudinal
design
involving
43
science
teachers
over
internship
semester,
combining
theoretical
workshop
at
university
with
lesson
planning,
implementation,
reflection.
Data
collected
pre-
post-intervention
analyzed
Bayesian
Path
Analysis
examine
relationships
between
constructs.
T-tests
applied
investigate
impact
structured
mastery
experiences.
results
imply
that
but
have
no
significant
self-efficacy.
Motivational
is
primarily
influenced
by
not
has
positive
effect
frequency
use.
Self-efficacy,
other
hand,
most
strongly
experiences,
whereas
received
least
support
this
regard.
Sustainability,
Год журнала:
2024,
Номер
16(6), С. 2286 - 2286
Опубликована: Март 9, 2024
Online
teaching
is
considered
an
important
approach
for
achieving
sustainable
learning
and
education,
college
teachers’
attitude
behavioral
intention
are
essential
the
adoption
of
online
practice
in
higher
education
institutions.
To
examine
influencing
factors
that
sustain
toward
intention,
we
conducted
a
cross-sectional
study
based
on
sample
1102
teachers
Central
China
using
hierarchical
linear
regression
analysis
to
explore
possible
at
following
four
levels:
individual
experience,
environmental
support,
self-perception,
technology
acceptance.
The
results
show
subjective
norms,
readiness,
beliefs,
perceived
usefulness
had
significant
impact
intention.
Nevertheless,
effect
varied
with
like
load
self-efficacy,
their
influence
seemed
be
singular,
affecting
or
exclusively.
In
contrast,
previous
experience
did
not
notably
affect
either.
findings
this
reveal
complex
interactions
disposition
decisions
about
practices
emphasize
need
targeted
strategies
maintain
enhance
post-pandemic
era.
National Center for Higher Education Development,
Год журнала:
2024,
Номер
3(47)
Опубликована: Сен. 30, 2024
As
technology
plays
an
increasingly
prominent
role
in
education,
the
undeniable
need
for
training
programs
aimed
at
equipping
teachers
with
digital
skills
art
education
becomes
evident.
This
case
study,
conducted
within
Abai
Kazakh
National
Pedagogical
University
framework,
examines
teacher
programs,
challenges
face
integrating
technology,
and
faculty
members'
learning
motivations
andpreferences.
The
research
employs
a
descriptive
survey,
utilizing
questionnaire
to
collect
data.
Participants
included
25
professors
from
Art
Education,
Graphic
Design,
Visual
Arts
departments,
who
responded
questions
about
teaching
methods
across
three
areas:
experientiallearning,
self-directed
learning,
institutional
learning.
results
indicate
that
teachers'
level
of
average
3.7,
was
higher
than
experiential
Thissuggests
are
making
considerable
personal
efforts
improve
their
skills.
Additionally,
they
rated
necessity
as
4.0
(very
high),
though
when
using
were
2.9.The
findings
reveal
academic
rank
influences
perspectives
on
technologies.
These
insights
can
help
pave
way
educational
institutions
Kazakhstan
develop
more
technology-driven
curricula
future.
Information Development,
Год журнала:
2024,
Номер
unknown
Опубликована: Окт. 23, 2024
Incorporating
technology
into
education
has
become
a
crucial
component
of
contemporary
teaching
practices.
Technological
advancements
have
led
to
the
development
innovative
tools
and
methodologies
that
promote
active
learning
engagement
among
students.
This
study
used
modified
version
Technology
Acceptance
Model
(TAM)
analyze
key
factors
impact
integration
in
practice
higher
instructors.
Among
be
included
model
are
technostress
tradition.
These
been
rarely
examined
within
mandatory
settings.
Partial
Least
Squares
Structural
Equation
Modelling
(PLS-SEM)
is
analyse
empirical
data
collected
from
657
teachers
Jordan.
Findings
reveal
teachers’
technological,
pedagogical
content
knowledge
(TPACK)
played
role
facilitating
effective
boosted
self-efficacy,
personal
innovativeness
perceptions
ease
use
usefulness.
Additionally,
TPACK
negatively
influenced
their
Indeed,
tradition
were
identified
as
significant
obstacles
Significant
implications
for
theory
can
derived
findings
this
effectively
incorporate
education.
Jurnal Penelitian Pendidikan IPA,
Год журнала:
2024,
Номер
10(7), С. 3894 - 3904
Опубликована: Июль 25, 2024
This
research
addresses
a
gap
in
previous
studies
that
typically
focus
on
single
education
level,
lacking
comparative
analysis
across
primary
to
secondary
education.
The
study
explores
the
TPACK
(Technological
Pedagogical
Content
Knowledge)
profiles
and
barriers
faced
by
mathematics
teachers
at
different
educational
levels.
Previous
often
lacks
an
in-depth
examination
of
these
teaching.
novelty
lies
its
multi-level
approach,
offering
insights
rarely
discussed
existing
literature.
Using
mixed
methods,
including
interviews,
classroom
observations,
document
analysis,
provides
comprehensive
data
through
triangulation.
Findings
indicate
variations
skills
among
Banjarmasin.
An
elementary
school
teacher
exhibited
excellent
despite
insufficient
learning
documents.
A
junior
high
showed
adequate
but
similar
preparation
issues.
displayed
with
complete
supporting
Differences
skill
stem
from
such
as
limited
technological
access
infrastructure,
inadequate
training,
workload,
teachers'
attitudes
toward
technology,
unsupportive
institutional
policies.
underscores
need
for
tailored
interventions
address
enhance
Abstract
This
study
examines
Cambodian
higher
education
teachers'
readiness
for
online
teaching
and
learning
(OTL)
using
a
structural
equation
modeling
(SEM)
approach.
The
framework
centers
around
three
key
dimensions:
self-efficacy
in
technological,
pedagogical,
content
knowledge
(TPACK),
their
perceived
presence,
the
institutional
support
they
receive.
A
quantitative
survey
was
administered
to
140
teachers
at
university
level.
Teachers'
experience
positively
influenced
TPACK
self-efficacy.
Online
also
had
significant
positive
impact
on
presences.
Furthermore,
perceptions
of
were
associated
with
experience.
These
results
highlight
critical
role
shaping
OTL.
findings
suggest
that
targeted
professional
development
programs
mechanisms
can
effectively
enhance
self-efficacy,
education.
Behavioral Sciences,
Год журнала:
2024,
Номер
14(2), С. 135 - 135
Опубликована: Фев. 13, 2024
This
quantitative
study
investigates
teachers’
perceptions
of
self-efficacy
during
the
COVID-19
pandemic
and
explores
correlation
between
these
preservice
training
they
received.
The
research
addresses
cognitive
connection
current
self-efficacy,
particularly
their
satisfaction
with
appreciation
lecturers.
“cognitive
connection”
lies
in
intricate
interplay
processes,
observational
learning,
formation
beliefs
perceptions.
way
individuals
cognitively
process
information,
make
connections
experiences,
interpret
feedback
significantly
influences
behaviors.
Utilizing
a
retrospective
lens,
reveals
significant
evaluation
training,
especially
lecturers,
present
self-efficacy.
findings
highlight
that
teachers,
amidst
challenges
pandemic,
evaluated
at
remarkably
high
level.
underscores
resilience
period
unprecedented
uncertainty
demanding
substantial
personal
professional
adaptability.
nuanced
observed
suggests
sense
serves
as
predictive
variable
mental
when
confronting
navigating
rapid
profound
changes,
exemplified
by
exigencies
pandemic.
Education Sciences,
Год журнала:
2024,
Номер
15(1), С. 15 - 15
Опубликована: Дек. 26, 2024
The
integration
of
digital
media
in
German
classrooms
remains
limited,
partly
due
to
teachers’
low
motivation,
self-efficacy,
and
negative
attitudes
toward
these
tools.
This
study
investigates
how
vicarious
experiences
influence
pre-service
self-efficacy
dispositions
their
motivational
orientation
using
teaching.
Beyond
this,
personal
were
implemented
via
an
ecologically
valid
intervention,
on
the
respective
constructs
was
examined.
employed
a
longitudinal
design
involving
43
science
teachers
over
internship
semester,
combining
theoretical
workshop
at
university
with
lesson
planning,
implementation,
reflection.
Data
collected
pre-
post-intervention
analyzed
Bayesian
Path
Analysis
examine
relationships
between
constructs.
T-tests
applied
investigate
impact
structured
mastery
experiences.
results
imply
that
but
have
no
significant
self-efficacy.
Motivational
is
primarily
influenced
by
not
has
positive
effect
frequency
use.
Self-efficacy,
other
hand,
most
strongly
experiences,
whereas
received
least
support
this
regard.
