Factors influencing teachers’ innovative teaching behaviour with information and communication technology (ICT): the mediator role of organisational innovation climate

Bibliometric Study of Scientific Production on the Term Collaborative Learning in Web of Science

“…In this case, teachers must become guides of this pedagogical act. The collaborative learning method is a clear example of an active teaching method [1][2][3][4][5][6][7][8][9][10][11][12][13][14][15][16][17]. This teaching methodology requires two or more people who, thanks to the sharing of various resources and skills, can acquire the curricular elements proposed.…”

“…This implies both teachers [12] and those agents involved in managing educational institutions [13]. It is essential to begin by rethinking teaching processes [14], where information and communication technologies (ICT) facilitate the development and application of innovative teaching methods [15,16].…”

Collaborative Learning Based on Harry Potter for Learning Geometric Figures in the Subject of Mathematics

“…Therefore, the collaborative method, developed by means of the Harry Potter theme for students in the first year of Compulsory Secondary Education in the subject of mathematics, causes a better attitude of the student towards the teaching and learning process. Furthermore, it facilitates the acquisition of mathematical contents related to geometry, which does not directly affect the students' grades because, although those of the experimental group are better than those obtained by the control group, the differences between the two are minimal.However, for the inclusion of alternative and innovative learning methods in the teaching-learning process to be appropriate, an effort is needed, both from those responsible for managing the educational centres [13] and from the teachers themselves [14], who must rethink the teaching processes [15] and where information and communication technologies are a means to achieve such innovation [16][17][18].Among the various pedagogical actions considered innovative and that have demonstrated effective results in improving student learning [19][20][21] are collaborative teaching methods. These have become a more common practice in recent times in the processes of teaching and learning [22], thanks to their high educational potential [23].We can define collaborative learning as learning that is carried out by two or more people [24], where-at certain times-resources are shared [25] or the different skills of the group members are required to be put into practice [26] to achieve academic achievements through interaction [27], exchanges of experience [28], or changes in roles within the group [29], as the actions of all members have an impact on the achievements of the rest [30].…”

“…However, for the inclusion of alternative and innovative learning methods in the teaching-learning process to be appropriate, an effort is needed, both from those responsible for managing the educational centres [13] and from the teachers themselves [14], who must rethink the teaching processes [15] and where information and communication technologies are a means to achieve such innovation [16][17][18].…”

Teachers & self-efficacy

“…The work is grounded in the Factors Influencing Teaching Choice (FITChoice) model (Richardson & Watt, 2016) and shows how epistemic value, along with the conventional social utility value and personal utility value, explains preservice teachers' motivation in pursuing future professional engagement and development. Chou, Shen, Hsiao, and Shen (2019) considered factors influencing tertiary teachers' innovative teaching behaviour, based on a Theory of Planned Behaviour framework. Their study involved a representative sample stratified for the regional and educational networks of tertiary institutions and departments in Taiwan and explored the structural relationship among three critical components in ICT innovation implementation, namely, tertiary teachers' organisational innovation climate, technological innovation acceptance and innovative instructional behaviour with ICT.…”