第1页,共4页:评估师范学院时间表的结构性变化作为COVID-19后的应对措施

IF 1.3 Q2 EDUCATION & EDUCATIONAL RESEARCH Policy Futures in Education Pub Date : 2023-08-16 DOI:10.1177/14782103231196282
Liat Biberman-Shalev, Orit Broza, Nurit Chamo, Shevi Govrin, K. Ettinger
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引用次数: 0

摘要

本研究旨在探讨76名教师教育工作者(TE)和553名学生教师(ST)对题为“1/4”的新混合学习(BL)课程结构变化的满意度。定量分析显示,TE和ST都对这种结构变化持积极意见,并建议在未来的学习中采用这种结构变化。然而,TE和ST之间的显著差异与缺点有关:造成过度工作和损害顺序学习。TE和ST的改进建议显示,TE和ST主要表达了对其角色的传统倾向,以及他们对新BL时间表的期望。主要结论认为,结构变革至关重要,但这可能只是为新冠肺炎后时代重新设计教师准备工作的第一步。
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1 of 4: Evaluating a structural change in teacher college timetable as a post-COVID-19 response
The study aims to explore the extent of satisfaction of 76 teacher educators (TEs) and 553 student teachers (STs) with new blended learning (BL) curricular-structural change titled “1 of 4.” Quantitative analysis revealed that both the TEs and the STs had a positive opinion regarding this structural change and recommended adopting it for future learning. However, significant differences between the TEs and STs were related to the cons: creating overwork and harming sequential learning. TEs’ and STs’ recommendations for improvement revealed that the TEs and STs mainly expressed traditional dispositions regarding their roles and their expectations from the new BL timetable. The main conclusion posits that structural change is crucial, but it may only act as the first step in redesigning teacher preparation for the post-COVID-19 era.
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来源期刊
Policy Futures in Education
Policy Futures in Education EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
3.10
自引率
13.30%
发文量
76
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