探索印度阿萨姆邦教师的特点和参与与 TPACK 相关的在线教师专业发展的情况

IF 4.1 Q2 COMPUTER SCIENCE, INTERDISCIPLINARY APPLICATIONS
Amina Charania , Simon Cross , Freda Wolfenden , Sohini Sen , Lina Adinolfi
{"title":"探索印度阿萨姆邦教师的特点和参与与 TPACK 相关的在线教师专业发展的情况","authors":"Amina Charania ,&nbsp;Simon Cross ,&nbsp;Freda Wolfenden ,&nbsp;Sohini Sen ,&nbsp;Lina Adinolfi","doi":"10.1016/j.caeo.2024.100227","DOIUrl":null,"url":null,"abstract":"<div><div>Recent years have seen a significant increase in professional development opportunities to support teachers in enhancing their digital skills in India. However, to date, there is little evidence that teachers are confidently harnessing digital technologies within their classrooms. We suggest that this may be explained by insufficient attention on how teachers’ participation in TPACK-focused teacher professional development (TPD) programmes is mediated by their values, prior experiences and positioning within society. To explore this, we examined government upper primary and secondary school teachers’ experiences of participating in a course entitled ‘Constructivist teaching and learning with technology within the TPACK framework’ (CTLT), which was offered to over 500 teachers in 23 districts in the Indian state of Assam. Based on the survey responses of 209 (pre-course) and 109 (post-course) teachers, the findings of the study indicated that, contrary to expectations and much current scholarship, the female teachers significantly outperformed the male teachers in terms of course completion. However, the teachers who undertook the survey in English performed better than those who did so in Assamese. This paper explores possible reasons for these outcomes while recommending the need to take teacher characteristics into account when designing and implementing inclusive large-scale TPD programmes for TPACK.</div></div>","PeriodicalId":100322,"journal":{"name":"Computers and Education Open","volume":"7 ","pages":"Article 100227"},"PeriodicalIF":4.1000,"publicationDate":"2024-10-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Exploring teacher characteristics and participation in TPACK-related online teacher professional development in Assam, India\",\"authors\":\"Amina Charania ,&nbsp;Simon Cross ,&nbsp;Freda Wolfenden ,&nbsp;Sohini Sen ,&nbsp;Lina Adinolfi\",\"doi\":\"10.1016/j.caeo.2024.100227\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<div><div>Recent years have seen a significant increase in professional development opportunities to support teachers in enhancing their digital skills in India. However, to date, there is little evidence that teachers are confidently harnessing digital technologies within their classrooms. We suggest that this may be explained by insufficient attention on how teachers’ participation in TPACK-focused teacher professional development (TPD) programmes is mediated by their values, prior experiences and positioning within society. To explore this, we examined government upper primary and secondary school teachers’ experiences of participating in a course entitled ‘Constructivist teaching and learning with technology within the TPACK framework’ (CTLT), which was offered to over 500 teachers in 23 districts in the Indian state of Assam. Based on the survey responses of 209 (pre-course) and 109 (post-course) teachers, the findings of the study indicated that, contrary to expectations and much current scholarship, the female teachers significantly outperformed the male teachers in terms of course completion. However, the teachers who undertook the survey in English performed better than those who did so in Assamese. This paper explores possible reasons for these outcomes while recommending the need to take teacher characteristics into account when designing and implementing inclusive large-scale TPD programmes for TPACK.</div></div>\",\"PeriodicalId\":100322,\"journal\":{\"name\":\"Computers and Education Open\",\"volume\":\"7 \",\"pages\":\"Article 100227\"},\"PeriodicalIF\":4.1000,\"publicationDate\":\"2024-10-16\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Computers and Education Open\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://www.sciencedirect.com/science/article/pii/S2666557324000673\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q2\",\"JCRName\":\"COMPUTER SCIENCE, INTERDISCIPLINARY APPLICATIONS\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Computers and Education Open","FirstCategoryId":"1085","ListUrlMain":"https://www.sciencedirect.com/science/article/pii/S2666557324000673","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q2","JCRName":"COMPUTER SCIENCE, INTERDISCIPLINARY APPLICATIONS","Score":null,"Total":0}
引用次数: 0

摘要

近年来,印度支持教师提高数字技能的专业发展机会大幅增加。然而,迄今为止,几乎没有证据表明教师在课堂上能够自信地利用数字技术。我们认为,造成这种情况的原因可能是,人们对教师参与以 TPACK 为重点的教师专业发展(TPD)项目如何受到其价值观、先前经验和社会定位的影响关注不够。为了探究这个问题,我们研究了公立小学高年级和中学教师参加题为 "TPACK 框架内的建构主义教学与技术学习"(CTLT)课程的经历,该课程面向印度阿萨姆邦 23 个地区的 500 多名教师。根据对 209 名教师(课前)和 109 名教师(课后)的调查,研究结果表明,与人们的预期和目前的许多学术研究结果相反,女教师在完成课程方面明显优于男教师。然而,用英语进行调查的教师比用阿萨姆语进行调查的教师表现更好。本文探讨了出现这些结果的可能原因,同时建议在设计和实施包容性的大规模教师专业知 识培训项目时,需要考虑到教师的特点。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Exploring teacher characteristics and participation in TPACK-related online teacher professional development in Assam, India
Recent years have seen a significant increase in professional development opportunities to support teachers in enhancing their digital skills in India. However, to date, there is little evidence that teachers are confidently harnessing digital technologies within their classrooms. We suggest that this may be explained by insufficient attention on how teachers’ participation in TPACK-focused teacher professional development (TPD) programmes is mediated by their values, prior experiences and positioning within society. To explore this, we examined government upper primary and secondary school teachers’ experiences of participating in a course entitled ‘Constructivist teaching and learning with technology within the TPACK framework’ (CTLT), which was offered to over 500 teachers in 23 districts in the Indian state of Assam. Based on the survey responses of 209 (pre-course) and 109 (post-course) teachers, the findings of the study indicated that, contrary to expectations and much current scholarship, the female teachers significantly outperformed the male teachers in terms of course completion. However, the teachers who undertook the survey in English performed better than those who did so in Assamese. This paper explores possible reasons for these outcomes while recommending the need to take teacher characteristics into account when designing and implementing inclusive large-scale TPD programmes for TPACK.
求助全文
通过发布文献求助,成功后即可免费获取论文全文。 去求助
来源期刊
自引率
0.00%
发文量
0
×
引用
GB/T 7714-2015
复制
MLA
复制
APA
复制
导出至
BibTeX EndNote RefMan NoteFirst NoteExpress
×
提示
您的信息不完整,为了账户安全,请先补充。
现在去补充
×
提示
您因"违规操作"
具体请查看互助需知
我知道了
×
提示
确定
请完成安全验证×
copy
已复制链接
快去分享给好友吧!
我知道了
右上角分享
点击右上角分享
0
联系我们:info@booksci.cn Book学术提供免费学术资源搜索服务,方便国内外学者检索中英文文献。致力于提供最便捷和优质的服务体验。 Copyright © 2023 布克学术 All rights reserved.
京ICP备2023020795号-1
ghs 京公网安备 11010802042870号
Book学术文献互助
Book学术文献互助群
群 号:481959085
Book学术官方微信