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"Teacher attitudes"
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Attitudes Towards using Digital Technologies in Education as an Important Factor in Developing Digital Competence: The Case of Slovenian Student Teachers
The purpose of the study was to determine what attitudes specifically Slove-nian student teachers hold towards using digital technologies in education, their self-reported proficiency in using digital technologies in education and to what extent their attitudes towards using digital technologies in education predict their self-reported proficiency in using digital technologies. We measured the attitudes towards using digital technologies in education through four dimensions: Teaching and learning, Assessment and critical thinking, Empowering learners and Facilitating learner’s digital competence. Self-reported proficiency in using digital technology was measured on four groups of digital technologies: Digital resources, Communication tools, Digi-tal tools and Online learning tools. The results show that Slovenian student teachers predominantly hold positive attitudes towards using digital technol-ogies in education, but they assess themselves as low-level users. Also, the student teachers’ attitudes towards using digital technologies in education were proved as an important predictor of their level of proficiency in using digital technologies.
Journal Article
Constructing representations to learn in science
\"Current research into student learning in science has shifted attention from the traditional cognitivist perspectives of conceptual change to socio-cultural and semiotic perspectives that characterize learning in terms of induction into disciplinary literacy practices. This book builds on recent interest in the role of representations in learning to argue for a pedagogical practice based on students actively generating and exploring representations. The book describes a sustained inquiry in which the authors worked with primary and secondary teachers of science, on key topics identified as problematic in the research literature. Data from classroom video, teacher interviews and student artifacts were used to develop and validate a set of pedagogical principles and explore student learning and teacher change issues. The authors argue the theoretical and practical case for a representational focus. The pedagogical approach is illustrated and explored in terms of the role of representation to support quality student learning in science. Separate chapters address the implications of this perspective and practice for structuring sequences around different concepts, reasoning and inquiry in science, models and model based reasoning, the nature of concepts and learning, teacher change, and assessment. The authors argue that this representational focus leads to significantly enhanced student learning, and has the effect of offering new and productive perspectives and approaches for a number of contemporary strands of thinking in science education including conceptual change, inquiry, scientific literacy, and a focus on the epistemic nature of science.\"--Back cover.
Book
Potential Barriers to the Implementation of Digital Game-Based Learning in the Classroom: Pre-service Teachers’ Views
Τeachers seek to attract students’ attention by demonstrating the relevance of learning content to daily activities and enhancing their students’ self-esteem and satisfaction. In the digital world, an example of an innovative learning tool is digital games. Digital game learning (DGBL) is a smart pedagogical approach that utilises digital games. DGBL has a prominent place in learning technologies due to the potentiality of games to engage students, enabling them to effortlessly reach the edges of their competencies, skills, and knowledge. Teachers, students and games per se constitute important agents for the successful and effective implementation of DGBL. In this context, our research was extended to cover the study of teachers’ and students’ perceptions of DGBL. More specifically, the purpose of this research was to examine the pre-service teachers’ perceptions of the barriers to DGBL implementation. To that end, an online survey with closed-ended questions and one open-ended question was conducted. In this paper, we present the answers to the open-ended question. Quantitative and qualitative data processing and analysis were carried out. According to the pre-service teachers’ responses, it is concluded that a major obstacle is the inefficient allocation of available financial resources. Resources are required for the supply of up-to-date equipment, devices and educational software, as well as for the professional development and training of teachers, school administrators and policymakers. Utilizing easy-to-use and inexpensive devices, which most teachers and even students hold, is the answer to the hurdle called “lack of equipment”. Therefore, the implementation of the DGBL, as a smart and innovative pedagogical approach, is primarily a matter of political will to curriculum reform based on ongoing research into appropriate digital learning materials.
Journal Article
The college fear factor : how students and professors misunderstand one another
Eye-opening even for experienced faculty and administrators, this book reveals how the traditional college culture can actually pose obstacles to students' success, and suggests strategies for effectively explaining academic expectations.
Book
Teacher self-efficacy and reform : a systematic literature review
Teacher self-efficacy (TSE) of pre-service and in-service teachers plays a significant role in the successful implementation of educational reforms. The purpose of this systematic literature review is to explore the interaction
between curriculum and/or assessment reform and TSE. Twenty-nine empirical research studies are analysed to find factors that impact TSE during change and the support mechanisms necessary to maintain high TSE. Using the Systematic
Quantitative Literature Review method coupled with Social Cognitive Theory and Sources of Self-efficacy, studies reported that environmental determinants lower TSE during reform. It was found that to support high TSE professional
learning was a necessity. [Author abstract]
Journal Article
Variables affecting the attitudes of teachers' towards inclusive education in Kosovo
Inclusive education is a priority and a challenge for education systems. The success of the inclusive practices' implementation depends on the attitudes of teachers' towards inclusive education. This research reflects the current state of pre-university teachers' attitudes towards the inclusion in Kosovo, as well as it examines the relationship between teachers' attitudes and selected background variables and self-efficacy. The research conducted a quantitative design and included 499 teachers from 40 schools in Kosovo. The instruments that were used to collect the data are Teachers' Attitudes towards Inclusion Scale (TAIS) and Teacher Efficacy for Inclusive Practices (TEIP). Data were analyzed using descriptive statistics and inferential statistical tests. Results show positive attitudes of teachers' towards inclusive education. Secondary level teachers have more positive attitudes towards inclusion than those from primary ones. Correlation results found a negative relationship between teachers' and educational qualification and experience of teachers with students with special needs. The factors that predict teachers' attitudes towards inclusion are self-efficacy for inclusive practices, professional qualification and work experience with children with special needs. The findings highlight the need to develop teaching skills and provide systematic support for teachers, while placing them as a priority in education agendas to ensure the success of inclusion.
Journal Article
COMPARING TURKISH PRE-SERVICE STEM AND NON-STEM TEACHERS' ATTITUDES AND ANXIETY TOWARD ARTIFICIAL INTELLIGENCE
Identifying student teachers’ attitudes and anxiety toward artificial intelligence (AI) in regard to their field of study might be helpful in determining whether and how AI will be employed in their future classrooms. Hence, this study aims to compare pre-service STEM and non-STEM teachers’ attitudes and anxiety toward AI. In this quantitative research, the causal-comparative research design was adopted. The study involved 520 pre-service teachers from a faculty of education at a public university in Türkiye. Among all, 51.5% were pre-service non-STEM teachers while 48.5% were pre-service STEM teachers. Data were collected through the Turkish versions of “the General Attitudes toward Artificial Intelligence Scale” and “the Artificial Intelligence Anxiety Scale”. Diagnostic analytics were performed, and descriptive statistics and MANOVA were performed to analyse the data. As a result, pre-service teachers, in general, were mostly positive about AI, but undecided to be anxious about AI. STEM student teachers had more positive attitudes toward AI than non-STEM student teachers, and non-STEM student teachers were more anxious toward AI than STEM student teachers. The results imply that non-STEM teacher education curricula should be redesigned to be AI-integrated to better prepare teachers of the future as teachers with TPACK integrated with AI.
Journal Article
Well-being and mentoring in pre-service teacher education: an integrative literature review
PurposeMentoring is an essential tool for teacher education, not least because it allows knowledge and experience sharing. Research findings suggest a close relationship between mentoring and the well-being of those involved. However, little is known about this relationship or the mechanisms involved. This paper aims to discuss the aforementioned issues.Design/methodology/approachThrough an integrative literature review, important links between mentor and mentee well-being and certain aspects of mentoring are explored. The results of the review are then synthesised into a theoretical framework.FindingsThe framework developed here posits that the well-being of teachers relates to the quality of mentoring. This includes teachers' perceptions of mentoring and their decision to get involved, their contributions to functional mentor–mentee relationships and the selection and use of mentoring styles that support both mentor and mentee well-being. Moreover, the framework hypothesises that the quality of mentoring received by mentees is related to their well-being, which is in turn connected to their professional development. Most of these relationships appear to be bidirectional, meaning that mentee well-being also contributes to mentoring quality and mentor well-being. Finally, it is hypothesised that the well-being of both mentors and mentees is connected to the school context in which the mentoring takes place.Originality/valueThis work provides a novel, comprehensive framework for future examinations of the connections between well-being and mentoring. It synthesises the prior work on this topic by integrating findings from both the mentor and mentee perspectives into a single framework.
Journal Article