教师在线教学:在完成远程教育培训项目后，测量教师在线教学的自我效能感

Q1 Social Sciences

Journal of Digital Learning in Teacher Education Pub Date : 2023-05-09 DOI:10.1080/21532974.2023.2210319

Kevin J. Graziano, Shartriya Collier, Danette Barber

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引用次数: 0

摘要

摘要关于正在进行的专业发展对远程教育和教师在线教学自我效能感的影响的研究很少。这项定量研究考察了中学教师在完成为期六周的远程教育在线专业发展培训计划后的在线教学自我效能感。在2020-2022日历年，来自西南部一个大型城市学区的51名中学教师参与了这项研究。数据是使用Gosselin的在线教学自我效能感量表的修改版本收集的。使用Shapiro-Wilk测试，结果表明，参与该项目对在线教学的所有五个自我效能领域都有显著影响，在所有量表中，后测均值都高于前测均值。提供了进一步研究的建议以及对教师教育工作者的启示。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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Teachers taking it online: Measuring teachers’ self-efficacy to teach online after completing a training program on distance education

Abstract Research on the effects of ongoing professional development on distance education and teachers’ online teaching self-efficacy is sparse. This quantitative study examines secondary teachers’ self-efficacy to teach online after completing an online, six-week professional development training program on distance education. During the 2020–2022 calendar years, 51 secondary teachers from a large, urban school district in the southwest participated in this study. Data were collected using a modified version of Gosselin’s Online Teaching Self-Efficacy Inventory. Using Shapiro-Wilk tests, results indicate participation in the program had a significant impact in all five of the self-efficacy domains for online teaching, with posttest means higher than pretest means for all scales. Recommendations for further research and implications for teacher educators are provided.

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来源期刊

Journal of Digital Learning in Teacher Education Social Sciences-Education

CiteScore

4.90

自引率

0.00%

发文量