“Do You Think You Have What it Takes?” – Exploring Predictors of Pre-Service Teachers’ Prospective ICT Use

Pozas, Marcela

doi:10.1007/s10758-021-09551-0

Cited by 31 publications

(10 citation statements)

References 70 publications

(124 reference statements)

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“…According to studies about the TAM and WST model, technological attitudes are central for the prediction of media use (Scherer et al, 2019;Drossel et al, 2019;Pozas & Letzel, 2021). Within the WST model and also Rubach & Lazarides (2019) show that there is evidence of a relationship between digital competencies and attitudes.…”

Section: General Attitudes Towards Ictmentioning

confidence: 99%

Dispositions of Technological Knowledge in Teacher Candidates – An Analysis of Predictors

Johnson¹,

Koβmann²

2022

Eur. J. Teach. Educ.

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In this paper, the impact of broader and more specific dispositions on technological knowledge (TK) in teacher candidates is analyzed. TK is the fundament on which the technological pedagogical and content knowledge (TPACK) model is built on. According to contemporary behavioral competence theory, the predictors will be tested as cognitive, affective and conative dispositions for TK. Thus, multiple regression models are utilized to test according predictors of performance based and self-reported TK as criteria (n = 460). In the first model, broader sense predictors such as general self-efficacy, basic motives, intelligence and personality are introduced as predictors. The second model adds more specific predictors such as technology commitment, motives, attitudes concerning information and communications technology (ICT). The third model adds private and study related technology use with different devices. A precedent base model controls for gender and age. For performance-based TK as dependent measure, the third model (R2 = .261) indicates that intelligence, extraversion, negative attitudes towards ICT and the private use of a PC function as the most powerful predictors. In explaining self-reported TK, the second model (R2 = .280) indicates that technology commitment and negative attitudes towards ICT are predictors. In conclusion, the prediction pattern between performance-based and self-reported TK differs. An explanation might be a practice effect from actual technology use.

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Section: General Attitudes Towards Ictmentioning

confidence: 99%

Dispositions of Technological Knowledge in Teacher Candidates – An Analysis of Predictors

Johnson¹,

Koβmann²

2022

Eur. J. Teach. Educ.

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“…There are several reasons for this aim. Firstly, self-efficacy is a well-established predictor of individual attitudes/interests across many teaching domains such as, attitudes towards inclusion (Savolainen et al, 2022) and attitudes towards ICT usage in future practice (Pozas & Letzel, 2021). Therefore, not only is it prudent to examine the relationship of self-efficacy to attitudes towards lesson study and participation, but it is also theoretically motivated as our work additionally seeks to MOTIVATIONAL VARIABLES WHICH IMPACT ENGAGEMENT IN LESSON STUDY 11 capture data from those who have not yet engaged in lesson study.…”

Section: Focus Of the Current Researchmentioning

confidence: 99%

Unpacking the motivational variables which impact engagement in Lesson Study as a form of professional development among practicing mathematics teachers

Delahunty¹,

Shúilleabháin²,

Waters³

2022

Preprint

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Lesson study has received significant attention as an effective model of professional development (PD) among mathematics teachers. Evidence highlights its effectiveness in improving pedagogical practices and student learning, however, less is known about the predispositions which may be necessary for lesson study participation or the impact of participation on teachers’ motivations or attitudes. Such findings are relevant considering the national voluntary context of teachers’ participation in PD in Ireland. This research aims to address a dearth in the literature by investigating the relationships between teachers’ attitudes towards self-development, mathematics teaching self-efficacy, and participation in lesson study. Post-primary mathematics teachers (N=64), encompassing various levels of participation in lesson study, completed a survey using a set of pre-validated scales. Findings indicate teachers’ perceived self-efficacy for teaching mathematics as a significant predictor of their engagement with lesson study. Furthermore, the research finds that teachers’ knowledge about lesson study impacts the likelihood of their participation in this form of PD. These findings build upon previous knowledge in this field and demonstrate the significance of teaching self-efficacy as a presage variable for developing a positive disposition towards lesson study. The paper discusses the implications of these findings considering relevant policy on teacher learning in Ireland.

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“…La pandemia ha generado cuestionamientos sobre si los futuros docentes están preparados para afrontar los desafíos de la educación actual, donde existe alta presencia de la tecnología digital (Pozas & Letzel, 2021). Esto teniendo presente que, aunque los docentes en formación usan ampliamente la tecnología, carecen de conocimientos pedagógicos para integrarlos de manera efectiva (Luik, Taimalu & Suviste, 2018;Roulston, Cowan, Brown, Austin & O´Hara, 2019).…”

Section: Introductionunclassified

“…No obstante, la apropiación de las TIC en los procesos pedagógicos tiene poca presencia o no se analiza con profundidad en los currículos de la FID (Tiede, 2020). Se considera que hace falta planes integrales para la preparación del futuro docente frente a la apropiación de la tecnología digital en las prácticas pedagógicas (Buss, Wetzel, Foulger & Lindsey, 2015;Masoumi, 2021), ya que existen pocas oportunidades de desarrollar conocimientos avanzados relacionados con la tecnología educativa, por el poco el tiempo dedicado a este tipo de tareas en la FID (Voogt & McKenney, 2017), y por otra parte, los planes de estudio de la formación del profesorado no garantizan un proceso de aprendizaje a lo largo de la vida y el desarrollo de la CDD (Pozas & Letzel, 2021).…”

Section: Introductionunclassified

“…En este sentido, es importante que desde la FID los docentes sean competentes en el uso efectivo de las TIC en los procesos pedagógicos, y desde la gestión curricular de los programas de formación del profesorado se logre atender las actitudes y la autoeficiencia de los futuros docentes y promover experiencias de aprendizaje genuinas y vinculadas a las prácticas pedagógicas que promuevan la CDD (Pozas & Letzel, 2021). Las instituciones formadoras de docentes deben ser gestoras del conocimiento pedagógico, y deben ir más allá de promover los conocimientos disciplinares a un análisis y comprensión de la escuela, de acuerdo a las necesidades y retos de cada contexto, y el avance de las TIC (Ministerio de Educación de Colombia, 2013).…”

Section: Introductionunclassified

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Gestión curricular y desarrollo de la competencia digital docente en la formación inicial del profesorado

Santos¹,

Garcias²

2022

Red

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This paper analyzes the impact of the curricular management of Initial Teacher Training (ITT) curriculum has on the development of the Teaching Digital Competence (TDC) of future teachers. For this purpose, at the methodological level, an evaluative research approach was implemented. The sample was made up of students (n: 153) from the bachelor of early childhood education program at the University of La Guajira. The data collection instruments used were an observation sheet of indicators of curricular management, and a rubric to evaluate the teaching digital competence. The results show that there are at the curricular level, objectives and subjects that guide pedagogical training in the educational use of digital technology. However, in the assessment of TDC in students, they are located at the lowest levels of the rubric, with 37.3% at the Lower level, and 30.7% at the Low level. It is concluded that trends in educational innovation and integrative processes of the TDC are not reflected, and that there is a need to strengthen the training processes in the ITT so that future teachers develop the competencies that allow an effective use of digital technology to professional level. El presente artículo analiza la incidencia que tiene la gestión curricular de la Formación Inicial Docente (FID) en el desarrollo de la Competencia Digital Docente (CDD) de los futuros profesores. Para tal efecto, a nivel metodológico se implementó un enfoque de investigación evaluativa. La muestra fue conformada por los estudiantes (n: 153) del programa licenciatura en educación infantil de la Universidad de La Guajira. Los instrumentos de recolección de datos usados fueron una ficha de observación de indicadores de la gestión curricular, y una rúbrica para evaluar la competencia digital docente. Los resultados evidencian que existen a nivel curricular, objetivos y asignaturas que orientan la formación pedagógica en el uso educativo de la tecnología digital. No obstante, en la valoración de la CDD en los estudiantes se ubicaron en los niveles más bajos de la rúbrica, con 37,3% en el nivel Inferior, y 30,7% en el nivel de Bajo. Se concluye que no se refleja tendencias de innovación educativa y procesos integradores de la CDD, y que existe la necesidad de fortalecer los procesos de formación en la FID para que los futuros docentes desarrollen las competencias que le permita una utilización eficaz de la tecnología digital a nivel profesional.

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“Do You Think You Have What it Takes?” – Exploring Predictors of Pre-Service Teachers’ Prospective ICT Use

Cited by 31 publications

References 70 publications

Dispositions of Technological Knowledge in Teacher Candidates – An Analysis of Predictors

Dispositions of Technological Knowledge in Teacher Candidates – An Analysis of Predictors

Unpacking the motivational variables which impact engagement in Lesson Study as a form of professional development among practicing mathematics teachers

Gestión curricular y desarrollo de la competencia digital docente en la formación inicial del profesorado

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