微型认证作为教育工作者专业学习的一种方法：来自开发者、追求者和评估者的声音

IF 4 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Teaching and Teacher Education Pub Date : 2024-07-02 DOI:10.1016/j.tate.2024.104700

Xumei Fan , Xiaobo Wei , Ashlee Lewis , Joshua Watts

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引用次数: 0

摘要

本研究调查了在美国一个州实施的微型认证计划的质量、益处和挑战。研究采用混合方法设计，通过对 147 名教育工作者的两次调查和对 24 名教育工作者的访谈收集数据。微型资格认证计划有利于教育工作者的专业成长，开发者/评估者比追求者报告了更多感知到的益处。追求者的满意度、参与动机、微型认证计划的经验以及种族/民族在很大程度上预示着他们所感知到的益处。挑战与平台、时间、资源、意识和微观心态有关。研究结果可为专业学习计划的开发和实施以及政策制定提供参考。

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Micro-credentialing as an approach to educator professional learning: Voices from developers, pursuers, and assessors

This study investigated the quality, benefits, and challenges of a micro-credentialing program implemented in one state in the United States. A mixed-methods design was used, and data was collected through two surveys with 147 educators and interviews with 24 educators. The micro-credentialing program was beneficial for educators' professional growth, and developers/assessors reported more perceived benefits than pursuers. Pursuers' satisfaction, motives to participate, experience with the micro-credentialing program, and race/ethnicity significantly predicted their perceived benefits. Challenges were related to platform, time, resources, awareness, and micro mindset. The findings can inform the development and implementation of professional learning programs and policymaking.

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来源期刊

Teaching and Teacher Education EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

6.50

自引率

12.80%

发文量

294

审稿时长

86 days

期刊介绍： Teaching and Teacher Education is an international journal concerned primarily with teachers, teaching, and/or teacher education situated in an international perspective and context. The journal focuses on early childhood through high school (secondary education), teacher preparation, along with higher education concerning teacher professional development and/or teacher education. Teaching and Teacher Education is a multidisciplinary journal committed to no single approach, discipline, methodology, or paradigm. The journal welcomes varied approaches (qualitative, quantitative, and mixed methods) to empirical research; also publishing high quality systematic reviews and meta-analyses. Manuscripts should enhance, build upon, and/or extend the boundaries of theory, research, and/or practice in teaching and teacher education. Teaching and Teacher Education does not publish unsolicited Book Reviews.