Teacher-Researcher Training in Higher Education: a Systems Thinking Approach

Martínez, Andrés Felipe Astaíza; Mazorco-Salas, Julio Eduardo; Castillo-Bohórquez, María Isabel

doi:10.1007/s11213-020-09532-x

Cited by 8 publications

(4 citation statements)

References 27 publications

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“…In this study, the term systems is used in consistency of Ulrich and Reynolds (2020, p. 263) and Reynolds and Holwell's (2010, p. 251) view of a conceptual construct, essential to comprehend circumstances and engage with different perspectives. Systems thinking as a concept is used in terms of Astaíza‐Martínez et al (2021, p. 190); Bashan and Kordova's (2021, p. 3) viewpoint of a group of cognitive and pragmatic tools that are utilised to contextually reflect on a concern in its entirety instead of exploring its components on their own. Furthermore, systems thinking is viewed in regards to its evolution/waves in terms of soft thinking where the focus is primarily on emergence/interrelatedness, and critical systemic view, where the focus is more on moral and emergent notions.…”

Section: Theoretical Underpinnings Of This Papermentioning

confidence: 99%

Incorporating various perspectives in using instant messages in teaching programming: A critical system thinking perspective

2022

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In this paper, the application of instant messaging (IM) in programming training is argued to be possible and inevitable, especially in the high schools/ colleges of poor communities. However, challenges in its application were noted. These challenges of utilising IM and the reluctance of the students in applying it in their programming training acted as a motivation for the study. Our aim is to use IM for a different purpose than its original intention. Critical systems heuristics was used as a multi-methodological framework for the incorporation of various conditioned realities, where the technological pedagogical content knowledge framework was applied to incorporate the applicable technological, pedagogical, content areas. The guidelines were enhanced from knowledge gained from an action research project with trainee teachers. This iterative process demonstrates the incorporation of both theoretical and empirical context-based perspectives into the understanding and addressing of a problem environment.

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Section: Theoretical Underpinnings Of This Papermentioning

confidence: 99%

Incorporating various perspectives in using instant messages in teaching programming: A critical system thinking perspective

2022

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“…The end stage of systems thinking covers the needs of the user beyond merely solving the problem [29]. Systems thinking does not break the process down into pieces, but instead keeps everything connected [30]. Therefore, the authors used the systems thinking framework to focus on possible factors such as a user-friendly platform, content-richness, and competency-based, cybersecurity-friendly pedagogies to meet the main problems of crafting an effective and efficient microcredential product [9,10,31].…”

Section: The Frameworkmentioning

confidence: 99%

Computer Science beyond Coding: Partnering to Create Teacher Cybersecurity Microcredentials

2021

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Computer science, cybersecurity education, and microcredentials are becoming more pervasive in all levels of the educational system. The purpose of this study was partnering with precollegiate teachers: (1) to investigate the self-efficacy of 30 precollegiate teacher participants towards computer science before, during, and after three iterations of a cybersecurity microcredential, and (2) to make changes to the cybersecurity microcredential to improve its effectiveness. The authors explored what teachers need in a microcredential. The first Cohort (n = 5) took the microcredential sequence over 28 days in the summer of 2020, the second Cohort (n = 16) took it over 42 days in the fall of 2020, and the third Cohort (n = 9) took it over 49 days in the summer of 2021. The authors investigated three research questions and used a systems thinking approach while developing, evaluating, and implementing the research study. The researchers used quantitative methods in the collection of a self-efficacy subscale survey to assess whether the precollegiate teachers’ beliefs about computer science changed, and then used qualitative methods when conducting semi-structured teacher participant interviews to address the research questions. The findings show that the precollegiate teachers’ self-efficacy scores towards computer science increased, and that there are areas in need of attention, such as resources and implementation, when creating microcredentials. The implications of this research include the importance of purposefully crafting microcredentials and professional developments, including aspects of creating effective partnerships.

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“…Research suggests that using a systems perspective in teacher preparation can facilitate the formation of a teacher identity and improve TC capacity for developing solutions to problems that arise in the context of their own practice [4]. Other studies demonstrate effective strategies for enhancing TCs' capacity for systems thinking in environmental science [5], engineering education [6], and biology [7].…”

Section: Conceptual Frameworkmentioning

confidence: 99%

Board 234: ChangeMaker K12: A Platform To Support Teacher Candidates in Systems Thinking, Engineering Education, and Change

Williams,

barber

2023 ASEE Annual Conference &Amp; Exposition Proceedings

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Teacher-Researcher Training in Higher Education: a Systems Thinking Approach

Cited by 8 publications

References 27 publications

Incorporating various perspectives in using instant messages in teaching programming: A critical system thinking perspective

Incorporating various perspectives in using instant messages in teaching programming: A critical system thinking perspective

Computer Science beyond Coding: Partnering to Create Teacher Cybersecurity Microcredentials

Board 234: ChangeMaker K12: A Platform To Support Teacher Candidates in Systems Thinking, Engineering Education, and Change

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