共查询到20条相似文献，搜索用时 15 毫秒
1.
Kathryn Matthew Elizabeth Stephens Rebecca Callaway Catherine Letendre Kimberly Kimbell-Lopez 《Technology, Pedagogy and Education》2013,22(1):45-62
Abstract Research evidence suggests teacher educators who role model the use of information communication technology (ICT) in their practice help their students build confidence and competence as ICT users. This research finding is also supported by feedback from Louisiana Tech University students in teacher education. Research also indicates that a number of factors impact the adoption of ICT in the practice of teacher educators. This research has examined one of these factors, namely the benefits of one-on-one coaching for teacher educators by technology coaches as they worked together to learn to use technology. Participants included 33 teacher educators from Louisiana Tech University and 14 pre-service teachers. The pre-service teachers served as technology coaches and worked with the teacher educators in their offices and classrooms as they learned to use technology for their personal benefit and to integrate technology into their teaching. Interviews and observations indicated that coaches as well as teacher educators benefited from the relationship and both groups increased their technology competency. 相似文献
2.
Michael Hammond 《Technology, Pedagogy and Education》2013,22(1):29-42
Abstract This article reports on teaching information and communication technology (ICT) as a subject. It arises out of research carried out with ICT trainee teachers during their initial training and their first years of teaching. The backgrounds of four cohorts of new ICT teachers are described along with levels of retention in teaching. The associations that trainee and new teachers make with their subject are then explored. It was found that specialist ICT teachers see ICT as a practical subject offering pupils scope for variety and control over their learning. A key, and they felt unique, feature of ICT was its ever-changing nature. The research explores the planning and teaching of ICT and features of ICT subject knowledge. The article concludes by highlighting the continuing shortages of specialist ICT teachers in school and the need to support the career development of those teaching ICT. 相似文献
3.
Woon Chia Liu 《Asia Pacific Journal of Education》2020,40(2):154-166
ABSTRACT This paper, using the Self-Determination Theory (SDT) as the underpinning framework, examines student teachers’ basic psychological needs, their subjective experience and their perceived teaching competence during practicum. It attempted to establish whether there were distinct groups of student teachers with different needs satisfaction, and how their levels of needs satisfaction were related to the groups’ subjective experience and perceived teaching competence. Quantitative data were collected. Data were analysed using cluster analysis and MANOVA. Overall, the results suggest that SDT can be effectively utilized as a framework for looking at how needs satisfaction is related to student teachers’ subjective experiences and perceived competence in teaching during practicum. The findings from this study are useful in providing evidence for teacher educators to strengthen their practicum model and plan mentoring workshops. The findings also provide much-needed insights into groups of student teachers that may need more support during practicum. Finally, the findings may help mentors understand their mentees better. 相似文献
4.
Ove Edvard Hatlevik 《Scandinavian Journal of Educational Research》2017,61(5):555-567
Research indicates that self-efficacy in teaching is a key issue for carrying out good teaching practice. The aim of this paper was to examine the relationship between teachers’ self-efficacy in information and communication technologies (ICT), their strategies to evaluate information, their digital competence, and use of ICT at school. A sample of 332 teachers participated in a survey. The teachers answered self-report questions and responded to a multiple-choice test on digital competence. Structural equation modelling was used to test a hypothesized model of the relationship between self-efficacy in basic ICT, self-efficacy in online collaboration, strategies to evaluate information, digital competence, and the use of ICT. The analysis confirmed that the empirical data supported the hypothesized model. Significant factor loadings and positive relationships between the factors were found. Overall, the factors in the model explained 41% of teachers’ digital competence, 49% of their self-efficacy in online collaborative, and 36% of their use of ICT at school. 相似文献
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6.
Eli Ottesen 《Technology, Pedagogy and Education》2013,22(3):275-290
Over the years there has been a strong urge to incorporate information and communications technology (ICT) in teaching practices; however, the pace of integration has been characterised as disappointing. Teachers’ lack of competence, their resistance and lack of availability and stability of computers and infrastructure have been offered as explanations. The paper advocates sociocultural theory as a fruitful approach in the research on developing teaching practices with ICT. Empirical evidence from the discourses of student teachers and mentors during internship is used to illustrate how practised identities for teaching with ICTs emerge in action through processes of positioning and authoring. An enhanced understanding of the situated interplay of personal and institutional horizons for meaning making could be crucial for the development of programmes for learning to teach with ICT. 相似文献
7.
Included in the contemporary mathematics curricula in Ghana is the expectation that mathematics teachers will integrate technology
in their teaching. However, importance has not been placed on preparing teachers to use ICT in their instruction. This paper
reports on a study conducted to explore the feasibility of ICT use in mathematics teaching at senior high school levels in
Ghana. Interviews and survey data were used for data collection. Preliminary results showed that mathematics teachers in Ghana
do not integrate ICT in their mathematics instruction. Among the major perceived barriers identified were: Lack of knowledge about ways to integrate ICT in lesson and Lack of training opportunities for ICT integration knowledge acquisition. To overcome some of these barriers, opportunities of a professional development arrangement for pre-service mathematics
teachers were explored. Findings from the study revealed specific features of a professional development scenario that matters
for ICT integration in mathematics teaching in the context of Ghana. 相似文献
8.
Jesús Suárez-Rodríguez Gonzalo Almerich Natividad Orellana Isabel Díaz-García 《Educational technology research and development : ETR & D》2018,66(5):1165-1187
The process to integrate information and communication technologies (ICT), where teachers play a decisive role, is complex. The objective of this study is to build a basic model that connects teachers’ ICT technological and pedagogical competences with the use of these technological resources by teachers (both personal-professional use and use with students). The model also considers how personal and contextual factors influence this relationship. A secondary analysis study was used, whose sample included 1095 male and female Primary, Secondary and Higher Education teachers from the Valencian Community (east Spain). Information was collected with a questionnaire from two survey design studies. Using an MIMIC model, teachers’ integration of ICT was optimally modeled. This model shows a complex relation between competence and use. Technological competences influence pedagogical competences and personal-professional use, while pedagogical competences influence personal-professional use and use in class. Use in class is influenced by both pedagogical competences and personal-professional use. Personal and contextual factors influenced the four dimensions of use and competence. This basic model of the relationship between teachers’ ICT competences and using these educational resources helps us to understand the complex process of integrating ICT into classrooms. Therefore, this model is a key element to guide teacher training in ICT. 相似文献
9.
Declan O'reilly 《Technology, Pedagogy and Education》2013,22(3):417-446
Abstract This article describes the consequences of using an assessment portfolio as a means of implementing information and communications technology (ICT) in initial teacher education. The study involved a group of 18 mathematics student teachers both during their training year and in their first year of teaching. The results suggest that the aim of motivating them to use ICT in teaching mathematics was achieved, but the students did not value the portfolio per se. It seems that it needs to be made a more formative experience if it is to fulfil its potential. 相似文献
10.
Ashley N. Murphy Melissa J. Luna Malayna B. Bernstein 《International Journal of Science Education》2013,35(17):2283-2303
ABSTRACTMuch of the literature on science teaching suggests that elementary teachers lack relevant prior experiences with science. This study begins to reframe the deficit approach to research in science teaching by privileging the experiences elementary teachers have had with science – both in and out of schools – throughout their lives. Our work uses identity as a lens to examine the complexities of elementary teachers’ narrative accounts of their experiences with science over the course of their lives. Our findings identify components of teachers’ science-related experiences in order to lay the groundwork for making connections between teachers’ personal experiences and professional practice. This work demonstrates that teachers’ storied lives are important for educational researchers and teacher educators, as they reveal elements of teaching knowledge that may be productive and resourceful for refining teachers’ science practice. 相似文献
11.
Martin Ubani 《British Journal of Religious Education》2012,34(1):35-50
This study is part of a research project concerning perceptions of competence among RE student teachers at different stages of their pedagogical studies. This article focuses on the perceptions of RE teachers’ competence at the beginning of their training. According to the qualitative data the RE student teachers discerned various areas of competence. Both task competencies (content knowledge and good practice) and person competencies (experience, professional awareness, motivation and pro-social orientation) were identified. In addition, the student teachers placed more emphasis on theories of teaching than theories of learning. They also seemed to view RE teaching as a general educational profession. 相似文献
12.
Michelle Selinger 《Technology, Pedagogy and Education》2013,22(1-2):143-156
Abstract There is a growing body of evidence which suggests that information and ccommunications technology (ICT) can support, enhance and extend learning potential. Yet this all presupposes that students are confident and competent users of technology based on assumptions that presume they are conversant with basic applications. This article seeks to explore the tensions of teaching ICT skills in ways that enable students to perceive the benefits and potential of using computers to support their work. It also considers how much direct instruction is needed in order for sufficient competence to be acquired which will subsequently enable students to learn to use other features of the application to maximise these benefits. ICT as a cognitive tool is described and the development and design of ICT resources and lessons are also considered. 相似文献
13.
Abstract This article reviews research on pedagogies associated with the use of information and communications technology (ICT) in primary and secondary schools. We propose a framework for examining pedagogical practices based on an analysis of the nature of pedagogy as revealed in the literature. In the light of this framework we discuss empirical evidence of the use of different types of ICT in different subjects and phases of education. We identify pedagogical issues associated with ICT use and their implications for teachers' pedagogical reasoning and practices. The evidence suggests that new affordances provided by ICT-based learning environments require teachers to undertake more complex pedagogical reasoning than before in their planning and teaching that incorporates knowledge of specific affordances and how these relate to their subject-based teaching objectives as well as the knowledge they have always needed to plan for their students' learning. In addition the research shows that teachers' beliefs about the value of ICT for learning and the nature of successful learning environments are important in teachers' pedagogical reasoning 相似文献
14.
Christopher P. Brown 《Teachers and Teaching》2013,19(8):1026-1044
Background: Policymakers’ use of high-stakes exams to improve students’ academic achievement affects teachers and their tenure in the field at all levels of schooling. Novice teachers now being inducted into the field have been educated almost exclusively in these high-stakes learning environments. Yet, how their familiarity with these contexts combined with their experiences in their own classrooms affect novices’ induction into the field of teaching has not been fully examined. Aim: This article presents findings from an investigation into the experiences of two first-year teachers who were educated and trained to be teachers in the same high-stakes education system in which they taught. It examines how these first-year teachers viewed policymakers’ reforms affecting their teaching and tenure in the field. Methods: This qualitative case study centers on the experiences of two first-year teachers working in the same high-stakes standards-based accountability teaching context in which they were educated – the case. This study provides insight into the issue of how novices’ familiarity with high-stakes reform combined with their experiences in their own classrooms impacts their conceptions of their teaching and their tenure in the field. Outcomes: The findings from this case study reveal how policymakers’ high-stakes reforms impacted the development of these novice teachers in significant ways. Not only did they have to learn how to teach as they taught, but they also had to ensure they were teaching all of their students to pass the high-stakes exams. Their varied experiences also demonstrate how these high-stakes exams can ‘test’ beginning teachers out of the classroom. Conclusions: These findings demonstrate that first-year teachers’ familiarity with policymakers’ high-stakes reforms is not enough to prepare them for the expectation that they immediately improve students’ academic achievement on high-stakes exams. Such findings not only challenge what it means to be a educator in these contexts, but they also shed light on how larger political and economic forces impact the teaching and tenure of novices. To support new teachers, teacher educators and mentors should rethink the education and induction processes while helping novices understand as well as prepare for the role context plays in their teaching and development as professionals. 相似文献
15.
《学校用计算机》2013,30(3-4):95-107
ABSTRACT A key question for educational researchers is whether information and communication technology (ICT) use enhances teaching and learning. In this paper, the authors report findings from a three-year study (2001–2004) investigating teaching and learning effects of ICT use in 26 secondary schools in New Zealand as perceived by teachers. The most obvious effects did not include changes in teaching philosophy or pedagogy but rather increased efficiency of management and administration of teaching, including lesson preparation and presentation. In terms of student learning teachers considered that improved presentation was the biggest impact of ICT use. In addition to the positive consequences of ICT use in education, negative aspects were also reported by teachers, with plagiarism being a frequent concern. Overall, social and motivational effects were more frequently observed in comparison to learning and cognitive effects so that, although the study identified some positive effects of ICT use on teaching and learning, these were mostly surface or indirect and did not change pedagogical beliefs or practice to a great extent. 相似文献
16.
Background: The ubiquity, availability and exponential growth of digital information and communication technology (ICT) creates unique opportunities for learning and teaching in the senior secondary school biology curriculum. Digital technologies make it possible for emerging disciplinary knowledge and understanding of biological processes previously too small, large, slow or fast to be taught. Indeed, much of bioscience can now be effectively taught via digital technology, since its representational and symbolic forms are in digital formats. Purpose: This paper is part of a larger Australian study dealing with the technologies and modalities of learning biology in secondary schools. Sample: The classroom practices of three experienced biology teachers, working in a range of NSW secondary schools, are compared and contrasted to illustrate how the challenges of limited technologies are confronted to seamlessly integrate what is available into a number of molecular genetics lessons to enhance student learning. Design and method: The data are qualitative and the analysis is based on video classroom observations and semi-structured teacher interviews. Results: Findings indicate that if professional development opportunities are provided where the pedagogy of learning and teaching of both the relevant biology and its digital representations are available, then teachers see the immediate pedagogic benefit to student learning. In particular, teachers use ICT for challenging genetic concepts despite limited computer hardware and software availability. Conclusion: Experienced teachers incorporate ICT, however limited, in order to improve the quality of student learning. 相似文献
17.
Hannele Niemi 《Technology, Pedagogy and Education》2013,22(1):85-103
Abstract This article describes the recent development of Finland as a learning and information society. Education, training and research have been seen as core factors to accelerate development towards a society where all citizens have a high level of competence in using information and communications technology (ICT) in their lives. A short review is given of the present situation in schools and teacher education and of how governmental strategies have guided the development and use of ICT for a learning society in Finland. The strategies of teacher education departments in universities are then analysed with the main focus on how teachers learn to use ICT as a tool which opens up high-quality learning opportunities for pupils and challenges teachers' growth as professionals. Cases have been selected to describe good examples of teachers' pre-service and in-service education. These draw a picture of how ICT is applied in different fields of teacher education. At the end of the article some trends from the late 1990s to early 2002 will be summarised. These trends are: using ICT more as a mindtool, moving towards more collaboration, interactivity and active learning, more integration of ICT in curricula and a better technical and pedagogical infrastructure. 相似文献
18.
Terry Haydn 《Technology, Pedagogy and Education》2014,23(4):455-469
The paper reports on a particular strand of the outcomes of the English contribution to an Organisation for Economic Cooperation and Development comparative study, ICT in Initial Teacher Training, which aimed to develop insights into how courses of initial teacher training prepare student teachers to use information and communications technology (ICT) effectively in their teaching. The paper extracts from the broader dataset the views of practitioners who were identified as being particularly ‘expert’ in their use of ICT, on what strategies and interventions are most helpful in developing teachers who are able to use ICT to enhance learning in their subject teaching, and also what it means ‘to be good at ICT’ as a subject teacher. Although some findings confirm research elsewhere on the importance of Technological and Pedagogical Content Knowledge (TPACK) frameworks, other aspects of the study question some of the assumptions which have been made about teacher induction in this field in England, which may have implications for the training of pre-service teachers in other countries. 相似文献
19.
Guoyuan Sang Martin Valcke Johan van Braak Chang Zhu Jo Tondeur Kailian Yu 《Asia-Pacific Journal of Teacher Education》2012,40(4):363-378
The present study aims to challenge primary school science teachers' beliefs about education and teaching efficacy, as well as their teaching practices, through a video-case-based intervention programme in a Chinese educational setting. A total of 46 in-service teachers were involved in this study (experimental group = 23, control group = 23). Pre- and post-intervention surveys were administered to examine possible changes in the participants' beliefs about education and science teaching efficacy. Video data were gathered through classroom observations of 9 participants from the experimental group and 9 participants from the control group. The results of one-way analysis of covariance indicate that the reported post-intervention beliefs of teachers who participated in the programme differed significantly from their pre-intervention beliefs. More specifically, teachers in the experimental groups reported fewer traditional and more constructivist beliefs after the intervention, as well as stronger personal science teaching efficacy beliefs. One exception included beliefs about science teaching outcome expectancy. The video data showed that teaching practices became more constructivist in terms of both practical activities and student ICT use. 相似文献
20.
Han Leeferink Maaike Koopman Douwe Beijaard Gonny L. M. Schellings 《Teachers and Teaching》2019,25(1):69-89
ABSTRACTThis study reports on how student teachers learn in the workplace. Data from 10 student teachers were collected by means of digital logs and in-depth interviews. By reconstructing data into stories and unravelling these stories, it became clear that the learning process of each student teacher was dominated by one specific theme, such as student-centred teaching or creating a positive learning climate. These themes could be typified as professional identity themes, because all appeared to be both personal and professional. Five student teachers experienced their workplace learning process as continuous: they integrated their teaching experiences relatively easily into their personal conceptual framework. The other five experienced their workplace learning process as discontinuous: they experienced tensions caused by frictions between personal and professional aspects of becoming a teacher. Both types of learning can stimulate and hinder student teachers’ professional development. The findings indicate that reconstructing data into stories and unravelling these stories is a useful technique for understanding student teacher workplace learning as a result of the interaction between personal and professional aspects of becoming a teacher. 相似文献