International Journal of Fashion Design Technology and Education,
Год журнала:
2024,
Номер
unknown, С. 1 - 12
Опубликована: Ноя. 15, 2024
This
study
investigated
what
and
how
the
curricula
in
fashion
merchandising
are
being
offered
United
States
China
context
of
digital
transformation
possible
differences
development
due
to
cultural
educational
policy
differences.
The
was
grounded
technological
pedagogical
content
knowledge
(TPACK)
dimension
theories.
Two
academic
programmes
eight
courses
were
reviewed
using
qualitative
research
method
case
study.
data
coded,
classified,
analysed
MAXQDA,
incorporating
quantitative
interpretations.
results
revealed
diverse
ways
for
instructors
incorporate
TPACK-based
design
approaches
highlighted
between
U.S.
programmes.
findings
in-depth
views
significance
TPACK
on
strategies
potential
challenges
that
educators
face
meeting
industry's
needs.
Revista de Estudios y Experiencias en Educación,
Год журнала:
2024,
Номер
23(51), С. 128 - 152
Опубликована: Апрель 1, 2024
This
literature
review
aimed
to
examine
the
scientific
production
of
TPACK
model
in
rural
education
contexts.
Twenty-nine
articles
were
selected
from
databases
DIALNET,
Google
Scholar,
REDALYC,
Semantic
Scholar
and
SciELO.
The
search
period
was
start
until
May
2023.
inclusion
criteria
only
articles,
open
access,
full
text,
social
sciences,
research
developed
It
is
concluded
that
publications
contexts
present
a
scarce
development,
with
3,83%
analysed
documents,
whose
publication
took
place
composed
by
years
2013
Furthermore,
all
focused
on
teachers,
self-report
studies
knowledge
teaching
experiences
being
most
recurrent,
48,27%
41,32%
respectively.
recommended
be
addresses
technological
literacy
training,
through
collaborative
processes
include
various
school
stakeholders.
In
addition,
TK,
PK
CK
should
included
as
priority,
regardless
subject
matter
addressed.
Education Sciences,
Год журнала:
2024,
Номер
14(5), С. 538 - 538
Опубликована: Май 16, 2024
Pre-service
biology
teachers
must
apply
Technological
Pedagogical
and
Content
Knowledge
(TPACK)
acquired
at
university
in
real
classroom
situations
to
utilize
the
instructional
potential
of
digital
technologies
for
teaching
biology.
So
far,
there
is
little
evidence
on
how
pre-service
translate
TPACK
into
practice.
The
present
study
addresses
this
gap
by
accompanying
42
planning,
implementing,
reflecting
a
lesson
as
part
their
internship
semester
school.
Data
were
collected
via
written
plans,
videotaped
observations,
stimulated-recall
reflection
interviews
evaluated
applying
sequential
explanatory
mixed-method
design.
results
indicate
that
enact
focusing
technology
with
content
subject
receding
background.
In
addition,
focus
particularly
aspects
serve
structure
lesson,
rather
than
student
activation.
use
emerging
seems
lead
insecurity
among
various
reasons,
whereby
surface
characteristics
structuring
are
focused.
Within
sample,
we
can
distinguish
between
two
types
enactment:
split-focus
type
separates
technology,
whereas
novelty-focus
systematically
links
utilizing
tool
teaching.
Journal of Computer Assisted Learning,
Год журнала:
2024,
Номер
unknown
Опубликована: Сен. 11, 2024
Abstract
Background
This
research
was
motivated
by
noticing
shortcomings
in
the
TPACK
framework,
which
does
not
take
account
of
affective
dimension
(e.g.,
emotions,
moods,
attitudes
and
values)
teaching
learning
with
about
technology,
despite
this
being
a
key
predictor
whether
teachers
incorporate
technology
into
learning.
Reimagining
as
TAPACK
to
explicitly
engage
affect
offers
way
leveraging
influential
framework
foreground
domain
encourage
preservice
(PSTs)
towards
meaningful
integration
Objectives
The
goal
is
teacher
educators
PSTs
integrating
sharing
strategies
from
our
own
practice.
Methods
We
deploy
reflexive
inquiry
draw
on
experience
focused
education
courses
crystallize
existing
suggest
possible
forward.
Results
Conclusions
Our
suggests
that
engaging
incorporating
become
may
enhance
supporting
develop
positive
orientation
thereby
increasingly
likelihood
will
integrate
their
International Journal of Environmental Research and Public Health,
Год журнала:
2022,
Номер
20(1), С. 548 - 548
Опубликована: Дек. 29, 2022
The
mathematics
teachers’
profession
often
has
many
challenges.
It
also
occupies
important
positions
at
the
K-12
education
level,
in
which
knowledge
is
basis
of
all
scientific
fields.
This
tends
to
cause
high-stress
levels
and
a
negative
effect
on
well-being.
Mathematics
well-being
been
less
examined,
therefore
this
study
aims
determine
factors
affecting
stress
levels.
210
data
points
collected
from
Chinese
teachers
using
web-based
questionnaire
were
analyzed
for
reliability
validity,
then
model
fit
SEM
applied
validation
after
removing
3
invalid
incomplete
responses.
results
showed
that
behavioral
cognitive
engagements
significantly
affect
well-being,
while
affective
engagement
was
insignificant.
TPMK
strongest
significant
predictor
had
positive
impact
improving
reducing
In
addition,
level
influenced
by
gender
age.
Finally,
it
proven
reduced
study’s
implication
provide
information
how
reduce
Unterrichtswissenschaft,
Год журнала:
2023,
Номер
51(4), С. 559 - 577
Опубликована: Сен. 25, 2023
Abstract
The
study
investigated
the
effectiveness
of
reverse
mentoring
as
an
innovative
instructional
method
to
promote
pre-
and
in-service
teachers’
digital
competence.
We
conducted
a
quasi-experimental
intervention
with
90
pre-service
57
teachers
who
took
part
in
two-day
online-workshops.
mentoring-intervention,
where
worked
together
pairs
jointly
develop
ideas
for
use
technology
classroom,
was
compared
collaborative
learning
formats
among
peers
university
seminars
(control
group
1)
professional
development
workshops
2).
Technological-pedagogical
knowledge
(TPK),
self-efficacy
positive
beliefs
about
teaching
were
outcomes.
Pre-
all
groups
gained
beliefs,
whereby
not
more
effective
than
control
conditions.
TPK
did
change
over
course
interventions.
results
show
that
can
effectively
act
mentors
support
their
regarding
technology.
However,
we
find
evidence
is
peer
Frontiers in Education,
Год журнала:
2023,
Номер
8
Опубликована: Сен. 29, 2023
Science
instruction
can
benefit
from
the
use
of
digital
technologies
if
pre-service
teachers
are
given
opportunities
to
acquire
Technological
Pedagogical
And
Content
Knowledge
(TPACK)
as
part
their
studies.
However,
prevailing
self-report
approach
TPACK
measurement
does
not
allow
conclusions
be
drawn
about
enacted
TPACK,
which
is
rarely
assessed
in
real
classroom
situations.
In
addition,
instruments
designed
measure
enactment
lack
descriptive
clarity
and
no
single
instrument
used
assess
three
relevant
phases
teacher
competencies
(lesson
planning,
implementation,
reflection).
The
present
paper
addresses
this
gap
by
presenting
development
validation
a
comprehensive
rubric
for
assessing
science
teachers.
To
operationalize
“fuzzy”
aspects
framework,
targets
specific
media
instructional
teaching:
student-generated
explainer
videos
animations.
At
core
process
theory-
literature-based
systematic
review
(1)
existing
teachers’
(2)
criteria
classes.
resulting
allows
valid
appropriate
conditions,
has
demonstrated
reliability,
excels
due
its
focus,
high
degree
differentiation,
grounding
theory
literature,
objective
grading
criteria,
applicability
all
competencies.
Psychology in the Schools,
Год журнала:
2024,
Номер
61(8), С. 3160 - 3192
Опубликована: Апрель 26, 2024
Abstract
Globally,
significant
attention
is
given
to
the
cultivation
and
evaluation
of
Mathematical
Higher‐Order
Thinking
Skills
(MHOTS).
This
study
aims
address
gap
in
developing
validating
suitable
MHOTS
structures
for
high
school
students.
In
this
study,
53
items
were
determined
by
experts
field
mathematics
education
scale
development.
The
group
consists
654
students
educated
at
level.
We
decided
split
samples
randomly
two
designating
a
random
half
as
exploratory
factor
analysis
(EFA)
other
confirmatory
(CFA).
EFA
was
used
confirm
robust
“four‐dimensional,
nine‐factor”
measurement
structure,
encompassing
four
key
dimensions,
namely
mathematical
critical
thinking,
creative
problem‐solving,
metacognitive
skills.
scale's
quality
assessed
through
retest
using
CFA
structural
validity
evaluated
correlation
analysis.
criterion
also
examined
math
scores.
results
from
double
showed
that
had
reasonable
valid
structure.
findings
established
reliable
instrument
measuring
level
among
newly
developed
holds
promise
an
effective
tool
assess
enhance
higher‐order
thinking
student
population.
Zeitschrift für Erziehungswissenschaft,
Год журнала:
2024,
Номер
27(3), С. 613 - 636
Опубликована: Май 15, 2024
Zusammenfassung
In
den
vergangenen
Jahren
hat
die
Bedeutung
digitaler
Medien
nicht
nur
im
Alltag
sondern
auch
in
Schule
und
Unterricht
stark
zugenommen.
Dies
zeigte
sich
insbesondere
während
der
Corona-Pandemie,
als
teils
ausschließlich
über
digitale
durchgeführt
wurde.
Neben
Veränderung
von
entstanden
gleichzeitig
neue
Konzepte
Fortbildungen
für
Lehrkräfte,
denn
etablierte
Präsenzangebote
waren
bestimmte
Zeiträume
mehr
durchführbar.
Vor
dem
Hintergrund
dieser
Entwicklungen
geht
vorliegende
Beitrag
zum
einen
auf
digitalisierungsbezogene
Lehrkräfte
ein,
also
solche,
das
Ziel
verfolgen,
Nutzung
zu
qualifizieren.
Zum
anderen
thematisiert
Arbeit
Online-Fortbildungen,
mit
Hilfe
synchron
oder
asynchron
werden.
Der
erste
Teil
beschreibt
sowohl
Bedarfe
digitalisierungsbezogener
empirische
Befunde
Angebot,
festgestellten
Wirkungen
Angebote.
zweite
beschäftigt
nach
einer
Differenzierung
verschiedener
Fortbildungsformate
Chancen
Herausforderungen
Online-Fortbildungen.
Darüber
hinaus
werden
zur
Qualität
Online-Fortbildungen
sowie
deren
zusammengetragen.
Aufgrund
zukünftig
weiter
fortschreitenden
digitalen
ist
ein
Zwischenfazit
verstehen,
aktuellen
Stand
Forschung
zusammenfasst
Ansatzpunkte
zukünftige
Entwicklungspotenziale
herausstellt.
