Abstract:The paper investigated the changing system of values and value orientations of teachers belonging to different generations and cultures in the context of variability in globalization processes. The paper is aimed to identify cross-cultural features of social-professional values and value orientations of Russian and Belarusian teachers divided into three groups in compliance with their pedagogical experience and phases of professional development (from 0 to 5 years -a young teacher, from 6 to 20 years -a teache… Show more
“…Thus, age (H2) had no influence on the development of good teaching practices, being developed by teachers of any age. This contrasted with data from previous studies that related age to the application of mobile devices [39] – [41] . Teaching experience (H4) was also not a factor.…”
Section: Discussioncontrasting
confidence: 98%
“…In particular, due to research linking the association of gender with the application of mobile devices [32] , [37] , [38] , it was hypothesized: Gender is a factor that has a significant effect on good teaching practices in mobile learning (H1). Other works highlight the importance of age for the implementation of mobile devices [39] – [41] , so it was of interest to establish three time-related hypotheses: Age is a factor that has a significant effect on good teaching practices in mobile learning (H2); Teacher status is a factor that has a significant effect on good teaching practices in mobile learning (H3); Teaching experience is a factor that has a significant effect on good teaching practices in mobile learning (H4). FIGURE 1.…”
Mobile learning is a methodology that involves the use of mobile devices to carry out the teaching-learning process. In exceptional situations such as that experienced during the COVID-19 pandemic in Spain, virtual training methods take on great importance, being the main route for the education of students. The purposes of this paper were to analyse the degree of implementation of the mobile learning methodology in Spanish universities and to check the sociodemographic factors that influence the development of good teaching practices in mobile learning. Ten hypothetical relationships were established and contrasted using a structural equation model. The sample was made up of 1544 university professors from 59 Spanish universities who were asked to complete a questionnaire designed to evaluate mobile learning practices. The results indicated that the degree of implementation of mobile devices was almost 73% of the population surveyed. While the sociodemographic factors that significantly influenced the development of good teaching practices were: teacher status; type of institution; educational technology research; implementing pedagogical innovations on a regular basis; agree that mobile devices are appropriate; belief in the expansion of mobile learning. Finally, the main findings and practical implications derived from the data obtained were discussed. INDEX TERMS Good teaching practices, higher education, mobile devices, mobile learning, structural equation model.
“…Thus, age (H2) had no influence on the development of good teaching practices, being developed by teachers of any age. This contrasted with data from previous studies that related age to the application of mobile devices [39] – [41] . Teaching experience (H4) was also not a factor.…”
Section: Discussioncontrasting
confidence: 98%
“…In particular, due to research linking the association of gender with the application of mobile devices [32] , [37] , [38] , it was hypothesized: Gender is a factor that has a significant effect on good teaching practices in mobile learning (H1). Other works highlight the importance of age for the implementation of mobile devices [39] – [41] , so it was of interest to establish three time-related hypotheses: Age is a factor that has a significant effect on good teaching practices in mobile learning (H2); Teacher status is a factor that has a significant effect on good teaching practices in mobile learning (H3); Teaching experience is a factor that has a significant effect on good teaching practices in mobile learning (H4). FIGURE 1.…”
Mobile learning is a methodology that involves the use of mobile devices to carry out the teaching-learning process. In exceptional situations such as that experienced during the COVID-19 pandemic in Spain, virtual training methods take on great importance, being the main route for the education of students. The purposes of this paper were to analyse the degree of implementation of the mobile learning methodology in Spanish universities and to check the sociodemographic factors that influence the development of good teaching practices in mobile learning. Ten hypothetical relationships were established and contrasted using a structural equation model. The sample was made up of 1544 university professors from 59 Spanish universities who were asked to complete a questionnaire designed to evaluate mobile learning practices. The results indicated that the degree of implementation of mobile devices was almost 73% of the population surveyed. While the sociodemographic factors that significantly influenced the development of good teaching practices were: teacher status; type of institution; educational technology research; implementing pedagogical innovations on a regular basis; agree that mobile devices are appropriate; belief in the expansion of mobile learning. Finally, the main findings and practical implications derived from the data obtained were discussed. INDEX TERMS Good teaching practices, higher education, mobile devices, mobile learning, structural equation model.
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