Effect of a TPCK-SRL Model on Teachers’ Pedagogical Beliefs, Self-Efficacy, and Technology-Based Lesson Design
Effect of a TPCK-SRL Model on Teachers’ Pedagogical Beliefs, Self-Efficacy, and Technology-Based Lesson Design
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TPCK-SRL 模型对教师教学信念、自我效能和基于技术的课程设计的影响
DOI：
10.1007/978-1-4899-8080-9_5
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发表时间：
2015
期刊：
影响因子：
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通讯作者：
Tova Michalsky
中科院分区：
文献类型：
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作者：
B. Kramarski;Tova Michalsky
这项研究考察了使职前科学教师使用TPCK-SRL模式将SRL(自我调节学习)整合到TPCK(技术教学内容知识)是否影响了(A)关于教学方法的信念，(B)在课堂上使用技术的背景下的自我效能信念，以及(C)这些信念与教师以TPCK为基础的课程设计的联系程度。对两组教师进行比较(n=96)。其中一组在超媒体环境中练习TPCK-SRL模型，另一组仅在相同的超媒体环境中练习TPCK。研究结果表明，在接受TPCK-SRL培训模式后，职前教师的教学信念比TPCK组更倾向于以学生为中心的学习(自我建构知识)。TPCK-SRL教师对自己的技术自我效能感也表现出最强烈的信念，这影响了他们以建构主义方式开发基于TPCK的课程设计的能力。
The study examined whether enabling preservice science teachers to use the TPCK-SRL model for integrating SRL (Self-Regulated Learning) into TPCK (Technology Pedagogical Content Knowledge) influenced (a) beliefs about teaching and learning pedagogy, (b) self-efficacy beliefs in the context of using technology in the classroom, and (c) the extent to which these beliefs are connected to teachers’ TPCK-based lesson design. Two groups of teachers were compared (n = 96). One group practiced the TPCK-SRL model in a hypermedia environment, and the other practiced TPCK only in the same hypermedia environment. The findings indicated that after exposure to the TPCK-SRL training model, preservice teachers’ pedagogical beliefs tended more to favor student-centered learning (self-constructing knowledge) than the TPCK group. TPCK-SRL teachers also showed the strongest beliefs in their own technological self-efficacy, which influenced their ability to develop TPCK-based lesson designs in a constructivist way.