"我们从未停止学习！"。教师对远程学习优势的看法与其专业成长和整合技术的意向有关

IF 4 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Teaching and Teacher Education Pub Date : 2025-04-15 DOI:10.1016/j.tate.2025.105038

Annalisa Soncini , Emanuele Politi , Gerardo Petruzziello , Maria Cristina Matteucci

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引用次数: 0

摘要

本研究有三个目的：验证两个新量表，以衡量教师在COVID-19大流行期间对远程学习优势（DLS）和劣势（DLW）的看法；测试这些感知是否与技术融入面对面教学有关；并调查职业成长是否介导了这种关系。进行了两项涉及意大利教师的研究。研究1 （N = 326）探讨了新量表的因素结构，而研究2 （N = 554）通过结构方程模型检验了假设的中介作用。结果显示，教师的专业成长与教师的技术整合有直接或间接的正相关关系，而非DLW。

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“We never stop learning!”. Teachers’ perceptions of distance learning strengths related to their professional growth and intention to integrate technology

This study had three aims: validating two new scales to measure teachers' perceptions of Distance Learning strengths (DLS) and weaknesses (DLW) during the COVID-19 pandemic; testing whether these perceptions related to technology integration into in-person teaching; and investigating whether professional growth mediated this relationship. Two studies involving Italian teachers were conducted. Study 1 (N = 326) explored the factor structure of the new scales, whereas Study 2 (N = 554) tested the hypothesised mediation implementing structural equation models. Results showed that perceived DLS, and not DLW, were positively related to teachers’ technology integration, both directly and indirectly via increased professional growth.

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来源期刊

Teaching and Teacher Education EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

6.50

自引率

12.80%

发文量

294

审稿时长

86 days

期刊介绍： Teaching and Teacher Education is an international journal concerned primarily with teachers, teaching, and/or teacher education situated in an international perspective and context. The journal focuses on early childhood through high school (secondary education), teacher preparation, along with higher education concerning teacher professional development and/or teacher education. Teaching and Teacher Education is a multidisciplinary journal committed to no single approach, discipline, methodology, or paradigm. The journal welcomes varied approaches (qualitative, quantitative, and mixed methods) to empirical research; also publishing high quality systematic reviews and meta-analyses. Manuscripts should enhance, build upon, and/or extend the boundaries of theory, research, and/or practice in teaching and teacher education. Teaching and Teacher Education does not publish unsolicited Book Reviews.