印尼课堂上的教师成长心态与信息和通信技术整合:在职和职前教师课程的启示

IF 1.5 Q2 EDUCATION & EDUCATIONAL RESEARCH
Fiskia Rera Baharuddin, Amiruddin Amiruddin, Nurlaela Nurlaela, Wirawan Setialaksana
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引用次数: 0

摘要

目的 本研究探讨了影响教师将信息与传播技术(ICT)整合到教学方法中的多种因素之间的关系,包括成长心态、终身学习和持续专业发展(CPD)。研究结果结构方程模型显示,成长型思维模式对终身学习和持续专业发展都有积极影响。此外,终身学习对持续专业发展也有积极影响。此外,所有这些变量都对教师将信息和传播技术融入课堂产生了积极影响。研究结果表明,终身学习和持续专业发展在一定程度上调节了成长型思维模式和信息与传播技术整合之间的关系。研究结果强调了成长型思维模式对教师在课堂上使用信息与传播技术的重要影响。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Teacher growth mindset and ICT integration in Indonesian classrooms: insights from in-service and preservice teacher programs

Purpose

This study explores the relationships among multiple factors, including growth mindset, lifelong learning and continuous professional development (CPD), influencing teachers’ integration of information and communication technology (ICT) into their teaching methods.

Design/methodology/approach

The study involved 1,095 Indonesian vocational high school teachers who participated in in-service or preservice teacher development programs. Data was collected through a survey, and a structural equation model with partial least squares parameter estimation was used to analyze the relationships and mediations.

Findings

Structural equation modeling revealed that a growth mindset positively affects both lifelong learning and CPD. Moreover, lifelong learning positively impacts CPD. Furthermore, all of these variables demonstrate a positive effect on teachers’ ICT integration in the classroom. The findings indicate that lifelong learning and CPD partially mediate the relationship between a growth mindset and ICT integration.

Originality/value

This study contributes to the literature on the determinants of teachers’ ICT usage postparticipation in in-service and preservice teacher programs. The findings underscore the significant impact of a growth mindset on teachers’ ICT use in the classroom.

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来源期刊
QUALITY ASSURANCE IN EDUCATION
QUALITY ASSURANCE IN EDUCATION EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
3.10
自引率
20.00%
发文量
47
期刊介绍: QAE publishes original empirical or theoretical articles on Quality Assurance issues, including dimensions and indicators of Quality and Quality Improvement, as applicable to education at all levels, including pre-primary, primary, secondary, higher and professional education. Periodically, QAE also publishes systematic reviews, research syntheses and assessment policy articles on topics of current significance. As an international journal, QAE seeks submissions on topics that have global relevance. Article submissions could pertain to the following areas integral to QAE''s mission: -organizational or program development, change and improvement -educational testing or assessment programs -evaluation of educational innovations, programs and projects -school efficiency assessments -standards, reforms, accountability, accreditation, and audits in education -tools, criteria and methods for examining or assuring quality
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