职前教师培训与课堂实际使用信息和通信技术的相关性——以德国中学为重点

IF 3.4 3区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Technology Pedagogy and Education Pub Date : 2022-10-10 DOI:10.1080/1475939X.2022.2129772
Ramona Lorenz, Melanie Heldt, Birgit Eickelmann
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引用次数: 2

摘要

将数字媒体整合到教育中,培养学生的计算思维能力和媒体素养,需要对教师进行全面的信息通信技术(ICT)相关的职前培训。然而,目前尚不清楚这种培训是否与课堂上更频繁地使用信息通信技术和培养学生的能力有关。此外,信息通信技术的使用频率是否与职前教师的实践经验有关,这是不确定的。这些问题是基于一项有代表性的德国中学教师调查(N = 1218),使用逻辑回归分析来检验的。考虑到学校水平和教师水平的进一步变量,可以表明教师自我评估的在教学中使用ICT的技术教学和内容知识是使用频率和培养学生计算思维的最相关预测因子。总体而言,在教师教育的理论阶段和实践阶段之间几乎没有任何差异。
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Relevance of pre-service teacher training to use ICT for the actual use in classrooms – focus on German secondary schools
ABSTRACT Integrating digital media into education and fostering school students’ competencies in computational thinking and media literacy requires comprehensive information and communication technology (ICT)-related pre-service teacher training. However, it remains unclear whether such training is associated with a more frequent use of ICT in classrooms and the fostering of students’ competencies. Furthermore, it is uncertain if the frequency of ICT use is related to pre-service teachers’ practical experience. These questions are examined based on a representative German secondary school teacher survey (N = 1218) using logistic regression analyses. Taking further variables on school level and teacher level into account, it could be shown that teachers’ self-assessed technological pedagogical and content knowledge to use ICT in instruction is the most relevant predictor of the frequency of use and the fostering of students’ computational thinking. Overall, there were hardly any differences between the more theoretical and the more practical phases of teacher education.
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来源期刊
Technology Pedagogy and Education
Technology Pedagogy and Education EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
9.50
自引率
2.00%
发文量
25
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