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.
The aim of this study was to determine what beliefs preschool teachers hold about creativity in general and about children's creativeness. A total of 366 preschool teachers and preschool teaching assistants participated in the survey, by completing a questionnaire designed for the purposes of this study in Slovenia. The results show that participants predominantly believe that creativity is innate, that it is a characteristic of all people, and it can be developed, in some specific areas, such as the arts. Participants also believe that all children are creative, but not at the same level and not in all areas. They agree that children need motivation to express and develop their creativity, which indicates an awareness of the importance of encouraging creativity. An analysis of the different views on creativity among teachers and teaching assistants shows differences in perception of children's creativeness It follows that the longer training of preschool teachers can provide not only more knowledge and a sense of competence in working with children, but also the possibility of an over-structured, curriculum-constrained and pre-determined framework of seeing the child. This is why the results of the survey -an insight into the perspectives of preschool teachers and preschool teaching assistantsrepresent an important contribution in the area of developing the creativity of preschool children. The survey results reflect on how to guide the work of preschool teachers in the direction of developing and supporting the creativity of preschool children, pointing to the fact that (i) preschool teachers must be trained how to identify, foster and facilitate children's creativity and (ii) they should acquire these competences during initial teacher training programmes and nurture them through continuous professional development programmes.
Industrial training imposes some unique restrictions on pedagogical methods, both in terms of ascertaining retention, fostering class participation, and reinforcement. The Reinforcement pedagogical pattern has now been used successfully in training courses and workshops at Siemens AG with positive results. This brief paper describing the Reinforcement pattern explains the rationale for the pattern and its use. Finally our experience of using the pattern in teaching foundation and advanced requirements engineering courses are described.
Th e study examined the relationship between metacognitive learning strategies and motivational beliefs, predicting academic performance of student teachers. Th e main aim of the study was to examine the predictive value of motivational beliefs and metacognitive learning strategies for students' academic performance. In the study 307 student teachers of the Faculty of Education completed the revised version of Motivated Strategies for Learning Questionnaire (Pintrich & de Groot, 1990). Regression analyses revealed that a higher sense of self-effi cacy predicted better academic performance and a higher test anxiety predicted poorer academic performance. Th e implications of motivational orientation for cognitive engagement and self-regulation at the faculty are discussed.
Zusammenfassung Zielsetzung: Der vorliegende Artikel befasst sich mit der ?berpr?fung m?glicher Zusammenh?nge zwischen arztbezogenen bzw. patientenbezogenen Merkmalen und dem Einweisungsverhalten von niedergelassenen ?rzten mittels statistischer Verfahren. Methodik: Generierung von SQL-Abfragen pro These auf der Basis der bereitgestellten und aufbereiteten Datenquellen (??21 KHEntG und Einweiserdaten) der neun teilnehmenden Krankenh?user am Pilotprojekt ?Einweiser-Benchmarking 2013?. Anschlie?ender Import der SQL-Datei in das Statistikprogramm SPSS und Anwendung deskriptiver und induktiver Statistik zur Pr?fung der Hypothesen mit Interpretation der Ergebnisse. Ergebnisse: Schlussfolgerung: Die Krankenhauswahl wird neben den untersuchten arzt- und patientenbezogenen Variablen noch von einer Vielzahl weiterer Faktoren beeinflusst. Der niedergelassene Arzt als Meinungsf?hrer nimmt dabei eine bedeutende Rolle ein.
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