Teacher Self-efficacy During Professional Development for Game Design and Unity
Teacher Self-efficacy During Professional Development for Game Design and Unity
复制标题
游戏设计和 Unity 专业发展过程中教师的自我效能感
DOI：
10.1145/3478432.3499039
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发表时间：
2022
期刊：
影响因子：
--
通讯作者：
Doğan, Selçuk
中科院分区：
文献类型：
--
作者：
Hodges, Charles B.;Akcaoglu, Mete;Allen, Andrew;Doğan, Selçuk
教师自我效能感（SE）被认为是“计算机科学（CS）教师专业发展的重要结构，因为它可以预测教学行为和学生成绩”[1]。本研究的目的是调查教师CS SE在为期两年的联邦资助的专业发展（PD）和课程开发项目，中学教师将游戏设计和统一的开发平台。调查的研究问题是：如何教师自我效能感教学计算机科学通过游戏设计与Unity游戏开发平台的变化，在为期一年的PD计划？调查教师SE教学CS导致了一些令人惊讶的结果。例如，有报告指出：“尽管先前的研究发现教师自我效能与经验量有关，但基于教师的整体经验水平，自我效能没有差异”，以及“自我效能没有差异与教师自己对CS的经验水平有关”[2]，因此有必要进一步研究CS教师SE。这项研究的参与者是来自美国东南部四所中学的六名中学教师。他们参加了为期一年的PD计划，学习Unity游戏开发平台，游戏设计元素和学习者动机的基础。指导反思日志被用来跟踪教师的SE在第一年的项目。教师们在四个时间间隔内完成了日记提示。测试包括一些问题，比如“你目前对你使用Unity促进学生学习的能力有什么看法？和"你有信心你能按照项目团队计划的方式来实施这些材料吗？"在开始之前，项目参与者表示有信心能够在参与计划的专业发展后促进学生的学习，但对学习和使用Unity感到不安。从SE的角度来看，他们的回答是有意义的，因为所有的参与者都是经验丰富的教师，应该对自己的教学能力有信心。然而，由于Unity对所有教师来说都是一个新的编程环境，他们没有足够的经验来确保他们能成功地与学生一起使用它。
Teacher self-efficacy (SE) has been observed to be an 'important construct for Computer Science (CS) teachers' professional development because it can predict both teaching behaviors as well as student outcomes" [1]. The purpose of the present study was to investigate teacher CS SE during a two-year federally funded professional development (PD) and curriculum development project for middle school teachers incorporating game-design and the Unity development platform. The research question investigated is: How does teacher self-efficacy for teaching computer science via game design with the Unity game development platform change during a year-long PD program? Investigations of teacher SE for teaching CS have resulted in some surprising results. For example, it has been reported that - There were no differences in self-efficacy based on teachers' overall level of experience, despite previous findings that teacher self-efficacy is related to amount of experience" and "no differences in self-efficacy related to the teachers' own level of experience with CS" [2], thus further study of CS teacher SE is warranted. Participants in this study were six middle school teachers from four middle schools in the southeastern United States. They participated in a year-long PD program learning the Unity game development platform, elements of game design, and foundations of learner motivation. Guided reflective journaling was used to track the teachers' SE during the first year of the project. Teachers completed journal prompts at four intervals. Prompts consisted of questions like "How do you currently feel about your ability to facilitate student learning with Unity?" and "Are you confident that you can implement the materials the way the project team has planned for them to be implemented?" Prior to beginning the project participants expressed confidence in being able to facilitate student learning after participating in the planned professional development, but there was some uneasiness about learning and using Unity. From a SE perspective their responses make sense, as all of the participants are experienced teachers and should have confidence in their general ability to teach. However, since Unity is a new programming environment for all of the teachers, they did not have the prior experience necessary to have a high degree of confidence that they could successfully use it with their students.
高中教师计算机科学教学中的自我效能感
影响因子：
2.4
作者：
Zhou, Ninger;Nguyen, Ha;Fischer, Christian;Richardson, Debra;Warschauer, Mark
通讯作者：
Warschauer, Mark
计算机科学教师的自我效能感
DOI：
--
发表时间：
2021
期刊：
Technical Symposium on Computer Science Education
影响因子：
--
作者：
Aman Yadav;A. Lishinski;Phil Sands
通讯作者：
Phil Sands