This paper explores alignment between Lesotho secondary Development Studies (DS) teachers’ pedagogical practices and corporate world skills. The study complimentarily employed three research questions in determining approaches teachers employ in DS classrooms, corporate world skills such approaches are intended to promote and availability of necessary resources to support their promotion. Data was generated from six schools using semi-structured interviews and classroom observations. The findings reflected no interface between interviews generated data and observations on teachers’ practices. Despite being highly qualified and experienced, DS teachers in Lesotho are inclined to rote learning and therefore fail to deliver appropriate DS pedagogy for attainment of the desired work competencies. The practiced subject pedagogy is inconsistent with its teaching philosophy, the theoretical framework and complementing theory in this study. The findings suggested that there is need to revise teacher training programmes while also introducing continuous professional development (CPD) to change DS teachers’ pedagogical practices.
{"title":"Exploring Alignment between the Lesotho Secondary DS teachers' Pedagogy and Work Related Skills","authors":"Ngoanannete Lekhanya, M. Raselimo","doi":"10.33422/ejte.v4i3.737","DOIUrl":"https://doi.org/10.33422/ejte.v4i3.737","url":null,"abstract":"This paper explores alignment between Lesotho secondary Development Studies (DS) teachers’ pedagogical practices and corporate world skills. The study complimentarily employed three research questions in determining approaches teachers employ in DS classrooms, corporate world skills such approaches are intended to promote and availability of necessary resources to support their promotion. Data was generated from six schools using semi-structured interviews and classroom observations. The findings reflected no interface between interviews generated data and observations on teachers’ practices. Despite being highly qualified and experienced, DS teachers in Lesotho are inclined to rote learning and therefore fail to deliver appropriate DS pedagogy for attainment of the desired work competencies. The practiced subject pedagogy is inconsistent with its teaching philosophy, the theoretical framework and complementing theory in this study. The findings suggested that there is need to revise teacher training programmes while also introducing continuous professional development (CPD) to change DS teachers’ pedagogical practices.","PeriodicalId":194693,"journal":{"name":"European Journal of Teaching and Education","volume":"18 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-09-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114724012","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
M. Á. Fuertes-Prieto, Enzo Ferrari-Lagos, S. Andrés‐Sánchez, D. Corrochano, A. Ballegeer, Mª Laura Delgado-Martín, Pablo Herrero-Teijón, Camilo Ruíz
Climate Change is one of the greatest challenges for humanity and education plays a fundamental role in raising awareness in society about the importance and need to take adaptation and mitigation measures. Climate Change can be treated from the point of view of education as a competence formed by three dimensions: knowledge, skills and attitudes. In this study we have looked to establish how these three parts are related among them, and if an increase in the part of knowledge also implies a change in skills and/or attitudes. To this purpose, 84 future pre-service teachers have received training focused only on the knowledge part about climate change: what it is and what its causes are. Through a survey carried out before and after the training, the value of each of the parts that make up the competition has been measured. The results show that a training focused on knowledge also improves the attitudinal part, but not the skills part. Therefore, if you want to achieve complete climate competence, it is not enough to teach knowledge, but it is also necessary to pay attention to skills during the formation. These results should be considered when designing the teaching on Climate Change, in order to optimize the resources and time available.
{"title":"Using mathematics to known how to teach climate change to pre-service teachers: Is knowledge enough?","authors":"M. Á. Fuertes-Prieto, Enzo Ferrari-Lagos, S. Andrés‐Sánchez, D. Corrochano, A. Ballegeer, Mª Laura Delgado-Martín, Pablo Herrero-Teijón, Camilo Ruíz","doi":"10.33422/ejte.v4i3.730","DOIUrl":"https://doi.org/10.33422/ejte.v4i3.730","url":null,"abstract":"Climate Change is one of the greatest challenges for humanity and education plays a fundamental role in raising awareness in society about the importance and need to take adaptation and mitigation measures. Climate Change can be treated from the point of view of education as a competence formed by three dimensions: knowledge, skills and attitudes. In this study we have looked to establish how these three parts are related among them, and if an increase in the part of knowledge also implies a change in skills and/or attitudes. To this purpose, 84 future pre-service teachers have received training focused only on the knowledge part about climate change: what it is and what its causes are. Through a survey carried out before and after the training, the value of each of the parts that make up the competition has been measured. The results show that a training focused on knowledge also improves the attitudinal part, but not the skills part. Therefore, if you want to achieve complete climate competence, it is not enough to teach knowledge, but it is also necessary to pay attention to skills during the formation. These results should be considered when designing the teaching on Climate Change, in order to optimize the resources and time available.","PeriodicalId":194693,"journal":{"name":"European Journal of Teaching and Education","volume":"14 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-09-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"120952543","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The following paper explores International Baccalaureate Middle Year Programme teachers' views on what constitutes good teaching, meaningful learning, and quality curricula within an international school environment in the Netherlands. Twenty-five teachers, from a variety of countries, were asked to share their personal beliefs through semi-structured interviews. The inquiry also considered the ways in which teachers‘ beliefs had been affected by moving to an international school environment. The results indicate that teachers hold a range of perspectives on what signifies good teaching, meaningful learning, and quality curricula. Many of these beliefs align closely with the underlying philosophy of the MYP, such as beliefs in life-worthy curricula, student-centered learning, constructivist approaches to teaching and learning, inquiry, the transfer of understanding, and the challenging of perspectives. The changes in beliefs that occurred following the move to an international context included an increased emphasis in teachers' attention to universal concepts, intercultural themes, lifelong learning, the application of understanding, inquiry, critical thinking, interdisciplinary learning, and team-teaching. Aspects of teaching and learning that did not arise spontaneously during the interviews were beliefs concerning community service, global contexts, and approaches to assessments, all of which are integral components of the IB MYP. The findings of the study provided guidance for the design and development of professional development opportunities.
{"title":"Exploring Teachers’ Beliefs on Teaching, Learning, and Curriculum within an IB MYP International School Environment","authors":"M. Kelly","doi":"10.33422/ejte.v4i3.726","DOIUrl":"https://doi.org/10.33422/ejte.v4i3.726","url":null,"abstract":"The following paper explores International Baccalaureate Middle Year Programme teachers' views on what constitutes good teaching, meaningful learning, and quality curricula within an international school environment in the Netherlands. Twenty-five teachers, from a variety of countries, were asked to share their personal beliefs through semi-structured interviews. The inquiry also considered the ways in which teachers‘ beliefs had been affected by moving to an international school environment. The results indicate that teachers hold a range of perspectives on what signifies good teaching, meaningful learning, and quality curricula. Many of these beliefs align closely with the underlying philosophy of the MYP, such as beliefs in life-worthy curricula, student-centered learning, constructivist approaches to teaching and learning, inquiry, the transfer of understanding, and the challenging of perspectives. The changes in beliefs that occurred following the move to an international context included an increased emphasis in teachers' attention to universal concepts, intercultural themes, lifelong learning, the application of understanding, inquiry, critical thinking, interdisciplinary learning, and team-teaching. Aspects of teaching and learning that did not arise spontaneously during the interviews were beliefs concerning community service, global contexts, and approaches to assessments, all of which are integral components of the IB MYP. The findings of the study provided guidance for the design and development of professional development opportunities.","PeriodicalId":194693,"journal":{"name":"European Journal of Teaching and Education","volume":"98 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-09-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128591904","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
T. P. Ping, Presella Sherrilyn Dennis, A. A. Julaihi, Maybelline Goh Boon Ling
The mobile learning developed for children with special learning needs have limited users even within the same learning disability because severity in learning disability varies greatly even within a specific learning disability. Mobile learning developed for these children currently uses the same model used by any mobile application development where it caters for the masses rather than focusing on personalisation. The objective of this paper is to propose a mobile learning model for children with special learning needs, named APIE. ADDIE model is a generic instructional system design model that consists of processes: Analysis, Design, Develop, Implement and Evaluate. APIE is a modification from the ADDIE model, which makes APIE a mobile learning application development model. APIE iterates the design and develop processes under the Personalisation stage to explore the most suitable way for customisation for individual learning. APIE is applied to the development of a mobile learning for Dyslexic Children to assist the children to read and spell. Through APIE, a mobile learning application, DysleRead is produced. DysleRead integrates two classroom approaches: sight word and phonic where teachers can set and monitor individual learning needs of the children. The teachers find DysleRead helpful to teach the children. This shows that the mobile learning application produced using APIE meets the objective to cater for personalisation within a specific learning need without undermining the role of the teachers. Hypothetically, APIE model is applicable to other special learning needs too.
{"title":"Mobile Learning Model for Children with Special Learning Needs","authors":"T. P. Ping, Presella Sherrilyn Dennis, A. A. Julaihi, Maybelline Goh Boon Ling","doi":"10.33422/ejte.v4i3.815","DOIUrl":"https://doi.org/10.33422/ejte.v4i3.815","url":null,"abstract":"The mobile learning developed for children with special learning needs have limited users even within the same learning disability because severity in learning disability varies greatly even within a specific learning disability. Mobile learning developed for these children currently uses the same model used by any mobile application development where it caters for the masses rather than focusing on personalisation. The objective of this paper is to propose a mobile learning model for children with special learning needs, named APIE. ADDIE model is a generic instructional system design model that consists of processes: Analysis, Design, Develop, Implement and Evaluate. APIE is a modification from the ADDIE model, which makes APIE a mobile learning application development model. APIE iterates the design and develop processes under the Personalisation stage to explore the most suitable way for customisation for individual learning. APIE is applied to the development of a mobile learning for Dyslexic Children to assist the children to read and spell. Through APIE, a mobile learning application, DysleRead is produced. DysleRead integrates two classroom approaches: sight word and phonic where teachers can set and monitor individual learning needs of the children. The teachers find DysleRead helpful to teach the children. This shows that the mobile learning application produced using APIE meets the objective to cater for personalisation within a specific learning need without undermining the role of the teachers. Hypothetically, APIE model is applicable to other special learning needs too.","PeriodicalId":194693,"journal":{"name":"European Journal of Teaching and Education","volume":"14 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-07-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116541542","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Jandra Ristikivi, Riina Hallik, M. Talvik, T. Tulva
Despite of the fact that health care employees spend over 25% of their working hours on information administration using technology, there are no official study opportunities for information security, eHealth and medical devices in Estonia. Tallinn Health Care College commenced the development of a module to teach technologies to improve learners’ digital competence. Aim was to design a crucial subject to develop the competences for digital health technologies in basic nursing training. Following tasks were arranged: to conduct comprehensive overview of scientific literature with the aim to systematize the competences of digital technologies instructed in the field of health care; to design a conceptual framework of the subject; to monitor the functioning of the subject and students’ satisfaction with the subject’s contents to further develop the subject. Combined qualitative and quantitative research methods were used. The comprehensive literature overview was created of teaching health technologies and eHealth to design the conceptual framework, it offered the input to structurise the volume and contents for the subject on digital technologies. The analysis of the students’ feedback was the ground for monitoring and development. The list of competences was composed derived from the comprehensive overview of scientific literature, also of topicality of the themes; forms of assessment and feedback, and the factors influencing the whole learning process. Designed conceptual framework helped to structurise the course, and the visual image demonstrates the link between the connections. Continuous monitoring helps to evaluate the functioning of the subject and its continuous development ensures effective teaching.
{"title":"Development of Competences for Digital Health Technologies in Basic Nursing Training on an Example of Tallinn Health Care College","authors":"Jandra Ristikivi, Riina Hallik, M. Talvik, T. Tulva","doi":"10.33422/ejte.v4i1.741","DOIUrl":"https://doi.org/10.33422/ejte.v4i1.741","url":null,"abstract":"Despite of the fact that health care employees spend over 25% of their working hours on information administration using technology, there are no official study opportunities for information security, eHealth and medical devices in Estonia. Tallinn Health Care College commenced the development of a module to teach technologies to improve learners’ digital competence.\u0000Aim was to design a crucial subject to develop the competences for digital health technologies in basic nursing training. Following tasks were arranged: to conduct comprehensive overview of scientific literature with the aim to systematize the competences of digital technologies instructed in the field of health care; to design a conceptual framework of the subject; to monitor the functioning of the subject and students’ satisfaction with the subject’s contents to further develop the subject.\u0000Combined qualitative and quantitative research methods were used. The comprehensive literature overview was created of teaching health technologies and eHealth to design the conceptual framework, it offered the input to structurise the volume and contents for the subject on digital technologies. The analysis of the students’ feedback was the ground for monitoring and development.\u0000The list of competences was composed derived from the comprehensive overview of scientific literature, also of topicality of the themes; forms of assessment and feedback, and the factors influencing the whole learning process. Designed conceptual framework helped to structurise the course, and the visual image demonstrates the link between the connections. Continuous monitoring helps to evaluate the functioning of the subject and its continuous development ensures effective teaching.","PeriodicalId":194693,"journal":{"name":"European Journal of Teaching and Education","volume":"61 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-06-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131590173","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Since 2008 youth unemployment and poverty have been a challenge for many countries. In order to equip young people in practical knowledge and skills and help them in transition to labour market governments started to invest in vocation education and training (VET). However effective VET is hard to build. In the text I analyse qualitatively data from 23 national reports covering VET systems prepared during Torino Process for European Training Foundation (ETF). The analysis shows that there are many obstacles to overcome: low prestige and attractiveness of VET for youngsters and their parents, aging work force, pending reforms on school management, ability to form partnerships between public and private sector. The text describes successes and challenges connected to private sector involvement in VET and builds on a theory of partnerships from Marriot and Goyder (2009) and Hands (2005). Additionally the paper provides examples of good practices, such as: clear division of responsibilities between schools and employers, tax incentives for employers, cooperation between state, university and companies.
{"title":"Models of private sector involvement in vocational education and training","authors":"M. Smak","doi":"10.33422/ejte.v4i1.746","DOIUrl":"https://doi.org/10.33422/ejte.v4i1.746","url":null,"abstract":"Since 2008 youth unemployment and poverty have been a challenge for many countries. In order to equip young people in practical knowledge and skills and help them in transition to labour market governments started to invest in vocation education and training (VET). However effective VET is hard to build. In the text I analyse qualitatively data from 23 national reports covering VET systems prepared during Torino Process for European Training Foundation (ETF). The analysis shows that there are many obstacles to overcome: low prestige and attractiveness of VET for youngsters and their parents, aging work force, pending reforms on school management, ability to form partnerships between public and private sector. The text describes successes and challenges connected to private sector involvement in VET and builds on a theory of partnerships from Marriot and Goyder (2009) and Hands (2005). Additionally the paper provides examples of good practices, such as: clear division of responsibilities between schools and employers, tax incentives for employers, cooperation between state, university and companies.","PeriodicalId":194693,"journal":{"name":"European Journal of Teaching and Education","volume":"21 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-04-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126950452","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The paper analyses the education of teachers for the implementation of Citizenship education in Finland and Estonia included in the IEA International Civic Education Survey - ICCS 2016. The analysis of the approach to the teacher education for implementation of Citizenship education is based on three theoretical concepts – initial teacher education, teacher competence profile, and teacher professional development. The goals of the analysis are to determine the framework of initial education, the structure of the competence profile, and the modalities of professional development of teachers for implementation of the CE in analysed countries. Research is based on qualitative methodology and method of document analysis. In Finland, initial teacher education for implementation of the CE is based on the assumption and practical support for the principles of democracy and human rights, and in Estonia future teachers are educated for the implementation of the CE through a dual path. Professional development of the teachers is realized through joint action of state agencies and civil society, and the impact ratio of these actors varies between analysed countries with actors of civil society having a dominant role. The teacher competence profile for the implementation of the CE in case of the Finland is explicit and it combines methodical, pedagogical, didactic, social, and moral competence. In case of Estonia some elements of competence profile are implicitly present in the Estonian Qualifications Framework.
{"title":"Education of Teachers for the Implementation of the Citizenship Education in Finland and Estonia","authors":"Ivan Beroš","doi":"10.33422/ejte.v4i1.745","DOIUrl":"https://doi.org/10.33422/ejte.v4i1.745","url":null,"abstract":"The paper analyses the education of teachers for the implementation of Citizenship education in Finland and Estonia included in the IEA International Civic Education Survey - ICCS 2016. The analysis of the approach to the teacher education for implementation of Citizenship education is based on three theoretical concepts – initial teacher education, teacher competence profile, and teacher professional development. The goals of the analysis are to determine the framework of initial education, the structure of the competence profile, and the modalities of professional development of teachers for implementation of the CE in analysed countries. Research is based on qualitative methodology and method of document analysis. In Finland, initial teacher education for implementation of the CE is based on the assumption and practical support for the principles of democracy and human rights, and in Estonia future teachers are educated for the implementation of the CE through a dual path. Professional development of the teachers is realized through joint action of state agencies and civil society, and the impact ratio of these actors varies between analysed countries with actors of civil society having a dominant role. The teacher competence profile for the implementation of the CE in case of the Finland is explicit and it combines methodical, pedagogical, didactic, social, and moral competence. In case of Estonia some elements of competence profile are implicitly present in the Estonian Qualifications Framework.","PeriodicalId":194693,"journal":{"name":"European Journal of Teaching and Education","volume":"114 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-04-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131820390","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The global pandemic created by COVID-19 altered the landscape of education, creating the need for flexible methods of teaching and learning and a reliance on technology that many educators and students were not prepared for. Educators adapted their instructional methods to include shifts in pedagogy and the use of remote, hybrid, and flipped classrooms. Despite the additional preparation time, educators found themselves grappling with questions about creating inclusive communities for learners, decisions about how to meaningfully incorporate technology, and how to support student engagement. Without the presence of clear research and guidance, decisions such as whether students should be mandated to enable their cameras during class manifested. Educators were challenged to balance their obligations to assess learning with concerns about increasing equity gaps, access issues, and systemic challenges that are disproportionately experienced by marginalized learners. In an educational environment where video conferencing has become the norm, understanding how requiring camera use is experienced by students and educators and its role in supporting the classroom community is paramount. This study focused on students’ and educators’ perspectives of camera use in the classroom. Findings revealed that educators and students made sense of the utility of cameras, mandating camera use and their role in developing classroom communities differently. Students generally expressed their capacity to decide for themselves when camera use supported versus hindered their participation and appreciated practicing their agency. Educators generally understood camera use as central and necessary to building classroom community and assessing student involvement, participation, and understanding of class content.
{"title":"Camera Use in the Online Classroom: Students’ and Educators’ Perspectives","authors":"Christian L. Williams, Cinzia Pica-Smith","doi":"10.33422/ejte.v4i2.736","DOIUrl":"https://doi.org/10.33422/ejte.v4i2.736","url":null,"abstract":"The global pandemic created by COVID-19 altered the landscape of education, creating the need for flexible methods of teaching and learning and a reliance on technology that many educators and students were not prepared for. Educators adapted their instructional methods to include shifts in pedagogy and the use of remote, hybrid, and flipped classrooms. Despite the additional preparation time, educators found themselves grappling with questions about creating inclusive communities for learners, decisions about how to meaningfully incorporate technology, and how to support student engagement. Without the presence of clear research and guidance, decisions such as whether students should be mandated to enable their cameras during class manifested. Educators were challenged to balance their obligations to assess learning with concerns about increasing equity gaps, access issues, and systemic challenges that are disproportionately experienced by marginalized learners. In an educational environment where video conferencing has become the norm, understanding how requiring camera use is experienced by students and educators and its role in supporting the classroom community is paramount. This study focused on students’ and educators’ perspectives of camera use in the classroom. Findings revealed that educators and students made sense of the utility of cameras, mandating camera use and their role in developing classroom communities differently. Students generally expressed their capacity to decide for themselves when camera use supported versus hindered their participation and appreciated practicing their agency. Educators generally understood camera use as central and necessary to building classroom community and assessing student involvement, participation, and understanding of class content.","PeriodicalId":194693,"journal":{"name":"European Journal of Teaching and Education","volume":"68 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-04-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132134877","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
In this paper, the impact of broader and more specific dispositions on technological knowledge (TK) in teacher candidates is analyzed. TK is the fundament on which the technological pedagogical and content knowledge (TPACK) model is built on. According to contemporary behavioral competence theory, the predictors will be tested as cognitive, affective and conative dispositions for TK. Thus, multiple regression models are utilized to test according predictors of performance based and self-reported TK as criteria (n = 460). In the first model, broader sense predictors such as general self-efficacy, basic motives, intelligence and personality are introduced as predictors. The second model adds more specific predictors such as technology commitment, motives, attitudes concerning information and communications technology (ICT). The third model adds private and study related technology use with different devices. A precedent base model controls for gender and age. For performance-based TK as dependent measure, the third model (R2 = .261) indicates that intelligence, extraversion, negative attitudes towards ICT and the private use of a PC function as the most powerful predictors. In explaining self-reported TK, the second model (R2 = .280) indicates that technology commitment and negative attitudes towards ICT are predictors. In conclusion, the prediction pattern between performance-based and self-reported TK differs. An explanation might be a practice effect from actual technology use.
{"title":"Dispositions of Technological Knowledge in Teacher Candidates – An Analysis of Predictors","authors":"Frederick D. Johnson, Joanna Koβmann","doi":"10.33422/ejte.v4i1.720","DOIUrl":"https://doi.org/10.33422/ejte.v4i1.720","url":null,"abstract":"In this paper, the impact of broader and more specific dispositions on technological knowledge (TK) in teacher candidates is analyzed. TK is the fundament on which the technological pedagogical and content knowledge (TPACK) model is built on. According to contemporary behavioral competence theory, the predictors will be tested as cognitive, affective and conative dispositions for TK. Thus, multiple regression models are utilized to test according predictors of performance based and self-reported TK as criteria (n = 460). In the first model, broader sense predictors such as general self-efficacy, basic motives, intelligence and personality are introduced as predictors. The second model adds more specific predictors such as technology commitment, motives, attitudes concerning information and communications technology (ICT). The third model adds private and study related technology use with different devices. A precedent base model controls for gender and age. For performance-based TK as dependent measure, the third model (R2 = .261) indicates that intelligence, extraversion, negative attitudes towards ICT and the private use of a PC function as the most powerful predictors. In explaining self-reported TK, the second model (R2 = .280) indicates that technology commitment and negative attitudes towards ICT are predictors. In conclusion, the prediction pattern between performance-based and self-reported TK differs. An explanation might be a practice effect from actual technology use.","PeriodicalId":194693,"journal":{"name":"European Journal of Teaching and Education","volume":"39 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-04-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121302462","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Researchers around the world have amassed vast amounts of information about ICT use in education. This study focuses on ICT use in high school in Paraguay and the changes that took place with the advent of the COVID-19 pandemic. The pandemic has forced governments to take quarantine decisions, confine people to their homes and delay daily activities in all social and productive spheres. In Paraguay, in terms of education, classes were suspended at all educational levels, forcing the authorities to establish contingency plans. The National Government, through the Ministry of Education and Science (MEC) established an Education Plan in times of Pandemic with the Project "Your school at home" which established training mechanisms for teachers in the country for the development of classes in the virtual modality of Distance Education, in addition to creating written didactic materials, audios and videos, plans and evaluation guides for the different subjects of the Secondary Education courses, available in an online portal as digital resources and freely accessible to the actors of the educational community. Through focus group interviews with secondary teachers from several regions in the country, issues related to the effects of the pandemic and government goals were discussed. Results evidence an urgent need for greater coverage and access to the internet, technological tools, and teacher training in such tools and in the didactics of Distance Education.
{"title":"Technology-mediated Secondary Education in Paraguay: An Exploratory Study","authors":"Valentina Canese, Roberto Paez, Jessica Amarilla, Pamela Rodriguez","doi":"10.33422/ejte.v4i2.723","DOIUrl":"https://doi.org/10.33422/ejte.v4i2.723","url":null,"abstract":"Researchers around the world have amassed vast amounts of information about ICT use in education. This study focuses on ICT use in high school in Paraguay and the changes that took place with the advent of the COVID-19 pandemic. The pandemic has forced governments to take quarantine decisions, confine people to their homes and delay daily activities in all social and productive spheres. In Paraguay, in terms of education, classes were suspended at all educational levels, forcing the authorities to establish contingency plans. The National Government, through the Ministry of Education and Science (MEC) established an Education Plan in times of Pandemic with the Project \"Your school at home\" which established training mechanisms for teachers in the country for the development of classes in the virtual modality of Distance Education, in addition to creating written didactic materials, audios and videos, plans and evaluation guides for the different subjects of the Secondary Education courses, available in an online portal as digital resources and freely accessible to the actors of the educational community. Through focus group interviews with secondary teachers from several regions in the country, issues related to the effects of the pandemic and government goals were discussed. Results evidence an urgent need for greater coverage and access to the internet, technological tools, and teacher training in such tools and in the didactics of Distance Education.","PeriodicalId":194693,"journal":{"name":"European Journal of Teaching and Education","volume":"5 1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-04-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134483654","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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