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Technology-related knowledge, skills, and attitudes of pre- and in-service teachers: The current situation and emerging trends.

ABSTRACT: This is the introductory article for the special issue "Technology-related knowledge, skills, and attitudes of pre- and in-service teachers". It (1) specifies the concept of technology-related knowledge, skills, and attitudes (KSA) of teachers, (2) presents how these KSA are currently assessed, and (3) outlines ways of fostering them among pre- and in-service teachers. The eight articles in the special issue are structured accordingly, and we demonstrate how they contribute to knowledge in these three areas. Moreover, we show how the afterword to the special issue widens the perspective on technology integration by taking into account systems and cultures of practice. Due to their quantitative empirical nature, the eight articles investigate technology at the current state of the art. However, the potential of artificial intelligence has not yet been fully exploited in education. We provide an outlook on potential developments and their implications on teachers' technology-related KSA. To this end, we introduce the concept of augmentation strategies.

SUBMITTER: Seufert S

PROVIDER: S-EPMC7474908 | biostudies-literature | 2020 Sep

REPOSITORIES: biostudies-literature

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Technology-related knowledge, skills, and attitudes of pre- and in-service teachers: The current situation and emerging trends.

Seufert Sabine S Guggemos Josef J Sailer Michael M

Computers in human behavior 20200906

This is the introductory article for the special issue "Technology-related knowledge, skills, and attitudes of pre- and in-service teachers". It (1) specifies the concept of technology-related knowledge, skills, and attitudes (KSA) of teachers, (2) presents how these KSA are currently assessed, and (3) outlines ways of fostering them among pre- and in-service teachers. The eight articles in the special issue are structured accordingly, and we demonstrate how they contribute to knowledge in these ...[more]

PMID: 32921901

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Project description:The proliferation of global environmental problems has necessitated the need to re-examine the environmental impacts caused by human-nature relations. Yet individual attitudes and environmental literacy remain among the critical determinants of environmental sustainability. Consequently, environmental psychology has been one of the most effective tools for shaping people's actions in favor of the environment. As such, this article presents a dataset that describes an intervention carried out to explore the effect of inquiry-based learning on shaping environmental attitudes (EAs) and knowledge of pre-service biology teachers in selected teacher colleges (TCs) in Tanzania. Data were collected from four TCs located in four different regions of Tanzania (N = 333). Particularly, EAs were measured using the two-factor model of ecological attitudes (2-MEV) by assessing two uncorrelated domains of environmental attitudes: Preservation and Utilization of nature. In addition, a Competence Model for Environmental Education was used to measure the three dimensions (system knowledge, action-related knowledge, and effectiveness knowledge) of environmental knowledge among pre-service biology teachers. A modified design of the Solomon four-group was employed to guide the intervention in measuring the level of change in EAs and environmental knowledge before and after the study intervention. A paired-sample t-test was used to assess the effect of the intervention on TCs that had pre- and post-tests, given the variation in the number of subjects in each TC. In addition, the one-way analysis of variance (ANOVA) compared the mean scores of the combined study groups at the post-test. Besides, in the regression analysis, Hayes' PROCESS macro (version 4.1) was used to assess the moderation effect of the Social Desirability Responding (SDR) on the relationships between EAs and environmental knowledge. Likewise, age (in years) was entered as a covariate in the regression model of the Statistical Product and Service Solution (IBM SPSS version 25). The presented dataset can act as a basis for improving the status of environmental education delivery in teacher education in Tanzania and other areas with similar or related contexts. Thus, program-specific interventions could be designed for prospective biology teachers as potential change agents in shaping how people interact with the environment.

Project description:Pre-service teachers tend to devalue general pedagogical knowledge (GPK) as a valid source for deriving successful teaching practices. The present study investigated beliefs about knowledge sources and epistemic beliefs as predictors for students' perceived value of GPK. Three pre-registered hypotheses were tested. We expected beliefs that GPK originates from scientific sources to entail a devaluation of GPK (Hypothesis 1). Concerning epistemic beliefs, we expected absolute beliefs to positively, and multiplistic beliefs to negatively predict pre-service teachers' perceived practical value of GPK (Hypothesis 2). Finally, we expected relationships between epistemic beliefs and pre-service teachers' perceived practical value of GPK to be confounded by epistemic trustworthiness, perceived topic-specific consistency and topic-specific familiarity (Hypothesis 3). In a study using a split plot design, 365 pre-service teachers were presented with four texts on different educational research topics. For each topic, three text versions were constructed. Even though they were invariant in content, these versions varied in a way that the results were allegedly generated by a practitioner, an expert or by means of a scientific study. Unexpectedly, results showed that research findings allegedly generated by means of a scientific study were associated with a higher perceived value of (topic-specific) GPK for practice (Hypothesis 1). As expected, the perceived value of GPK for practice was predicted by topic-specific multiplism and domain-specific absolutism (Hypothesis 2). These predictive effects were confounded by expertise evaluations of the source and the consistency of prior beliefs with the presented research results (Hypothesis 3). In summary, our results suggest that source beliefs might not be responsible for the devaluation of GPK, but that beliefs on the nature and structure of GPK (i.e., epistemic beliefs) might play an even more important role in this respect. Implications for research and practice are discussed.

Project description:This study proposed an extended theory of planned behavior (TPB) to examine the factors that influence pre-service teachers’ intention to use technology-enabled learning, using constructivist pedagogical beliefs (CPB) and information and communication technologies (ICT) competencies as antecedent variables for attitudes, subjective norms (SNs), and perceived behavioral control. An online study was conducted with a random sample of pre-service teachers from 7 universities in China, and 811 validated questionnaires were obtained. The results showed that the extended TPB model explained 75% of the variance in intention; attitude, SNs, and perceived behavioral control had a positive and significant effect on intention. Furthermore, SNs had a positive and significant effect on attitude and perceived behavioral control. CPB were the antecedent variables for attitude, SNs, perceived behavioral control, and ICT competencies. ICT competencies were the antecedent variable for SNs and perceived behavioral control. Additionally, through multi-group analysis, this study found significant differences in path relationships between the lower and higher-grade groups. The effect of perceived behavioral control on intention diminished with increased grade level. The effect of SNs on perceived behavioral control reduced. The effect of CPB on attitude and perceived behavioral control on intention diminished. The effect of SNs on attitude increased. This study verified that adding the relationship between antecedent variables of theoretical factors and theoretical factors is an effective way to expand TPB and provided a reference for future studies to focus on the related intention of pre-service teachers. Furthermore, it recommends that Chinese universities should eliminate the hindering influence of CPB, ICT competencies, attitudes, SNs, and perceived behavioral control in the process of preparing pre-service teachers. They should also pay attention to the individual differences of students in different grades and the problems that arise in the existing training.

Dataset Information

Technology-related knowledge, skills, and attitudes of pre- and in-service teachers: The current situation and emerging trends.

Publications

Technology-related knowledge, skills, and attitudes of pre- and in-service teachers: The current situation and emerging trends.

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