Raumkonstruktionen im Kontext von Digitalität: Normative und empirische Perspektiven auf das professionelle Wissen angehender Geographielehrkräfte DOI Creative Commons

Isabelle Muschaweck

Опубликована: Янв. 1, 2024

Raumkonstruktionen, die über Handlung und Bedeutungszuschreibungen im Kontext sozialer Medien entstehen, sind ein Fallbeispiel dafür, wie vor dem Hintergrund von Digitalität Fachinhalte re-innoviert werden müssen. Mit Ziel eines Beitrags zur Konzeption professionellen Lehrkräftewissens werden, ausgehend der Fragestellung, welche Fähigkeiten Lehrkräfte benötigen, um Raumkonstruktionen Unterricht zu thematisieren, in dieser kumulativen Dissertation aus normativer empirischer Perspektive als exemplarischer geographischer Fachinhalt adressiert. Als theoretischer Rahmen dient dabei das TPACK Modell Mishra & Koehler (2006), professionelles Lehrkräftewissen Bereiche fachliches, pädagogisches technologisches Wissen sowie deren Überschneidungsbereiche einteilt. Zunächst erfolgt eine Anwendung des Modells Reflexionsperspektive auf Erzeugung Fähigkeitsbeschreibungen. Diese Fähigkeitsbeschreibungen fließen Entwicklung TPACK-Selbsteinschätzungsfragebogens für Lehramtsstudierende Geographie ein. Im damit durchgeführten Studie (n= 364) zeigen sich deskriptiver Ebene vergleichsweise niedrige Selbsteinschätzungen inhaltlichen fachdidaktischen Wissens. Durch einer konfirmatorischen Faktorenanalyse kann zufriedenstellend Beschreibung Daten identifiziert werden. Auffällig ist allerdings Korrelation Konstrukts technologischen Wissens mit den angrenzenden Wissensbereichen. In Bezug phasen- kontextübergreifenden Vergleich lässt sich, linearen Regressionsanalysen, tendenzielle Zunahme selbsteingeschätzten entlang Fachsemesterzahl ermitteln. Mittels Zweistichproben-t-Tests können außerdem höhere pädagogischen Wissensbereiche durch Studierende, Vertretungslehrkräfte tätig sind, festgestellt Thematisierung benötigten zunächst Relevanz Förderung Integration fachlichen, hervorzuheben. Die gibt darüber hinaus Hinweise niedrigere Bedeutung Hinblick soziale Beispiele alltäglicher Technologien. Vor positiven Effekts Selbstwirksamkeitsprozessen bieten Ergebnisse Implikationen Diskussion praktischen Erfahrungen Aspekt Sinne kritisch-reflexiven Auseinandersetzung Tätigkeit Vertretungslehrkraft fachdidaktischer Perspektive. Insgesamt leistet kumulative einen Beitrag zum Diskurs fachliche geographische Bildung diesem Hintergrund.

Beliefs, Self-reported or Performance-Assessed TPACK: What Can Predict the Quality of Technology-Enhanced Biology Lesson Plans? DOI Creative Commons
Lena von Kotzebue

Journal of Science Education and Technology, Год журнала: 2022, Номер 31(5), С. 570 - 582

Опубликована: Июнь 8, 2022

Abstract Digital technologies have the potential to increase quality of instruction; however, using digital does not necessarily guarantee high-quality teaching. Therefore, teachers need specific professional knowledge on how use and implement technologies. Moreover, know beliefs about learning with impact their Usually, are assessed via self-report measures in a subject-unspecific isolated manner. The present study assesses biology-specific (self-report performance assessed) together. Furthermore, these constructs were related lesson plans honeybees analysed. Eighty-two biology teacher students from an Austrian university participated study. A path model revealed that self-assessed was significant predictor planning quality. In contrast, performance-assessed and–to some extent–beliefs predictors technology integration. Thus, own do sufficiently predict ability engage integration classroom.

Язык: Английский

Процитировано

28
Teachers’ self-reported and actual content-related TPACK – new results on their relation and gender differences DOI Creative Commons
Timo Kosiol, Stefan Ufer

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.

Язык: Английский

Процитировано

5
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
A systematic review and meta-analysis on TPACK-based interventions from a perspective of knowledge integration DOI Creative Commons
Armin Fabian, Iris Backfisch,

K A Kirchner

и другие.

Computers and Education Open, Год журнала: 2024, Номер 7, С. 100200 - 100200

Опубликована: Июль 19, 2024

Язык: Английский

Процитировано

4
Teacher Education in the Age of Digitality: Conclusions From a Design‐Based Research Project DOI Creative Commons
Angelika Bernsteiner, Claudia Haagen‐Schützenhöfer, Thomas Schubatzky

и другие.

European Journal of Education, Год журнала: 2025, Номер 60(1)

Опубликована: Янв. 7, 2025

ABSTRACT In response to the essential need for digital competences in education, a 3‐year Design‐Based Research project was conducted prepare pre‐service mathematics and science teachers demands of teaching age. Over three design cycles, an evidence‐based course learning with about media developed. The interactions 37 were examined using mixed‐methods approach. Acceptance surveys, pre‐, mid‐, post‐surveys reflection journals informed iterative phases refinement. This article presents global findings derives contributions context‐specific theories media. From this, key implications higher (teacher) education are discussed, such as use scaffolds vignettes promote self‐efficacy expectations implementing data acquisition SAMR model scaffold planning digitally transformed lessons.

Язык: Английский

Процитировано

0
From Knowledge To Intention: The Role Of TPACK And Self-Efficacy In Technology Integration DOI Creative Commons
Thomas Schubatzky, Jan‐Philipp Burde, Rike Große-Heilmann

и другие.

Computers and Education Open, Год журнала: 2025, Номер unknown, С. 100246 - 100246

Опубликована: Март 1, 2025

Язык: Английский

Процитировано

0
Digital Competence in University Lecturers: A Meta-Analysis of Teaching Challenges DOI Creative Commons
Marta Liesa Orús, Raquel Lozano-Blasco,

Lorena Arce-Romeral

и другие.

Education Sciences, Год журнала: 2023, Номер 13(5), С. 508 - 508

Опубликована: Май 17, 2023

This meta-analysis (random effects) studies the self-perceived digital competence of university lecturers in teaching, using 7470 from Europe and Latin America collected K = 31 samples, with teaching experience between 6 15 years. The effect size obtained a moderate random effects model r −0.21 99% confidence interval is significant, negative, moderate, confirming low level. meta-regression results show that area knowledge plays an important role. systematic review literature shows perception ICTs positive, while level low, there are institutional training challenges to be solved.

Язык: Английский

Процитировано

9
Information and communication technologies in physical education: Exploring the association between role modeling and digital literacy DOI
Olivia Wohlfart, Moritz Mödinger, Ingo Wagner

и другие.

European Physical Education Review, Год журнала: 2023, Номер 30(2), С. 177 - 193

Опубликована: Авг. 30, 2023

Teacher educators should serve as role models in terms of information and communication technologies (ICTs) use to promote digital literacy future teachers. To analyze the association between modeling by teacher preservice teachers’ ICT integration intention their classrooms, 185 physical education (PE) teachers German federal state Baden-Württemberg completed an online questionnaire self-assessed technological, pedagogical, content knowledge (TPACK) integration. The results regression revealed a positive pedagogical (PK) overall intent integrate into teaching. further indicated that impact on varies depending chosen ICT. In this paper, we discuss implications these findings for higher general PE particular.

Язык: Английский

Процитировано

9
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
Pre-service foreign language teachers’ TPACK preparation for technology integration: what are the profiles and key drivers? DOI
Nuoen Li, Kit‐Ling Lau, Yu Liang

и другие.

Asia Pacific Journal of Education, Год журнала: 2024, Номер unknown, С. 1 - 17

Опубликована: Окт. 23, 2024

Язык: Английский

Процитировано

2