技术集成中不断发展的知识结构：跟踪嵌入在教学工件中的变化

IF 4 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Teaching and Teacher Education Pub Date : 2025-05-16 DOI:10.1016/j.tate.2025.105072

Longwei Zheng , Shouping Chen , Haomin Zhang , Yuanyuan Feng , Xiaoqing Gu

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引用次数: 0

摘要

本研究透过基于图表的教学工件分析，检视教师技术整合的知识结构演变。研究结果显示，教师在TPACK框架内从基本集成到高级集成，高级用户（主动创建数字教学工件的教师）比追随者（参与时间相对较晚的教师）更快地达到更高的水平。知识整合进程的可变性表明，不同教师群体在不断演变的结构中存在潜在的趋同。该研究强调了有针对性的干预和社区发展在促进有效的技术整合方面的重要性，强调了结构化的表达和动态的知识演变如何有助于加强教学实践。

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Evolving knowledge structures in technology integration: Tracking changes embedded in teaching artifacts

This study examines the evolving knowledge structures of teachers’ technology integration through a graph-based analysis of teaching artifacts. Findings show teachers progressing from basic to advanced integration within the TPACK framework, with advanced users (teachers who proactively created digital teaching artifacts) achieving higher levels more rapidly than followers (teachers with comparatively delayed engagement). Variability in the progression of knowledge integration suggests a potential convergence in evolving structures among different teacher cohorts. The study highlights the importance of targeted interventions and community development in fostering effective technology integration, emphasizing how structured representation and dynamic knowledge evolution contribute to enhanced instructional practices.

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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.