Teacher pedagogical beliefs: The final frontier in our quest for technology integration?
Teacher pedagogical beliefs: The final frontier in our quest for technology integration?
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DOI：
10.1007/bf02504683
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发表时间：
2005-01-01
影响因子：
5
通讯作者：
Ertmer, Peggy A.
中科院分区：
文献类型：
--
作者：
Ertmer, Peggy A.
虽然成功的技术整合的条件最终似乎已经具备，包括随时可以获得技术，增加对教师的培训，以及有利的政策环境，但高水平的技术使用仍然令人惊讶地低。这表明，其他障碍，特别是与教师的教学信念，可能在工作。以前的研究人员已经注意到教师的信念对课堂教学的影响，特别是在数学，阅读和科学，但很少有研究已经建立了类似的联系，教师的课堂使用技术。在这篇文章中，我认为这种研究的重要性，并提出了一个概念性的概述教师教学信念作为一个重要的第一步。在定义和描述教师信念的性质，包括他们如何可能会影响教师的课堂实践，我描述了教师专业发展的重要意义，并为未来的研究提供建议。
Although the conditions for successful technology integration finally appear to be in place, including ready access to technology, increased training for teachers, and a favorable policy environment, high-level technology use is still surprisingly low. This suggests that additional barriers, specifically related to teachers' pedagogical beliefs, may be at work. Previous researchers have noted the influence of teachers' beliefs on classroom instruction specifically in math, reading, and science, yet little research has been done to establish a similar link to teachers' classroom uses of technology. In this article, I argue for the importance of such research and present a conceptual overview of teacher pedagogical beliefs as a vital first step. After defining and describing the nature of teacher beliefs, including how they are likely to impact teachers' classroom practice, I describe important implications for teacher professional development and offer suggestions for future research.