Understanding kindergarten teachers’ perceptions of the use of touchscreen technologies: An exploratory study in mainland China

2020 ◽  
pp. 204275302098012
Author(s):  
Tian Yang ◽  
Cathy Gunn
Keyword(s):  
Active Learning ◽  
Content Knowledge ◽  
Empirical Research ◽  
Exploratory Study ◽  
Mainland China ◽  
Kindergarten Teachers ◽  
Future Research ◽  
Teachers Perceptions ◽  
Teachers Beliefs ◽  
Children's Interests

Touchscreen technologies have become an important part of many young children’s lives. While kindergarten teachers’ perceptions of the use of touchscreen devices have been investigated across many countries, empirical research on the topic remains scant in mainland China. In an exploratory study, the lead researcher interviewed six teachers from an exemplary kindergarten in Nanjing and analyzed relevant documents to further explore the teachers’ beliefs around children’s use of touchscreen technologies. The Technological Pedagogical and Content Knowledge (TPACK) model was used to understand the rationale behind teachers’ perceptions and self-reported practices. Findings showed that participants generally perceived touchscreen devices as useful tools for catering to children’s interests, believing they could provide active learning experiences. Teachers made decisions about children’s use of touchscreen technologies based on their understandings of learning, pedagogy, subject content, and the affordances of these technologies. Implications for future research on kindergarten teachers’ use of touchscreen technologies are also presented.

scholarly journals Moral Education for Sustainable Development: Comparison of University Teachers’ Perceptions in China and Pakistan

2020 ◽  
Vol 12 (7) ◽  
pp. 3014 ◽  
Author(s):  
Tahseen Asif ◽  
Ouyang Guangming ◽  
Muhammad Asif Haider ◽  
Jordi Colomer ◽  
Sumaira Kayani ◽  
...  
Keyword(s):  
Sustainable Development ◽  
Moral Education ◽  
Political Ideology ◽  
Role Model ◽  
Future Research ◽  
Teachers Perceptions ◽  
University Teachers ◽  
Validated Questionnaire ◽  
Teachers Beliefs ◽  
Serving Society

Sustainable development is promoted when the system of education provides the learners with an opportunity to equip themselves with moral values, skills, and competences that assist them in effecting personal and community positive changes. For this purpose, teachers play an important role as moral agents, and students consider the teacher a role model. Therefore, the understanding and beliefs of teachers regarding moral education play a pivotal role in grooming the personality of the learners. This comparative study aimed to assess the practices and beliefs of university teachers regarding moral education in China and Pakistan. A mixed-method approach was used and data analysis was performed by using an interactive model and ANOVA. Responses of twelve tertiary teachers were collected from Pakistan and China for qualitative analysis. Seven themes were constructed that categorized teachers’ practice in the classroom and their beliefs regarding moral education. For quantitative analysis, 300 teachers’ responses were collected using a validated questionnaire. The results showed that the majority of Pakistani teachers hold a conservative mindset. According to the Pakistani teachers’ perspective, sovereignty of divine laws, loyalty to the constitution of the state, and a sense of serving society were the ultimate aims of moral education. Chinese teachers were promoting a political ideology that stressed collectivism in a socialist approach, with family and social values being most relevant. Not a single teacher reported using a theoretical or research-based approach while teaching in the class. In the light of the dearth of literature, this study has implications for future research in the field of English as a Foreign Language (EFL) and Islamic Studies in higher education, as it is a longitudinal study that provided insight into how teachers’ beliefs and attitudes are shaped over time and from moral educational experiences.

scholarly journals The development of an assessment instrument of Technological Pedagogical Content Knowledge (TPACK) for primary science teachers in Malaysia

2017 ◽  
Vol 7 (1) ◽  
pp. 93-104
Author(s):  
Mohammed Yousef Mai ◽  
Mahizer Hamzah
Keyword(s):  
Content Knowledge ◽  
Science Teachers ◽  
Survey Instrument ◽  
Assessment Instrument ◽  
Future Research ◽  
Primary Science ◽  
Teachers Perceptions ◽  
Knowledge Domains ◽  
Valid Instrument ◽  
Teaching Learning

The TPACK framework represents the knowledge needed by teachers bringing together content knowledge, technological knowledge and pedagogical knowledge with the aim of integrating ICTs into teaching-learning processes. The aim of this study is to addresses the need for a survey instrument designed to assess TPACK for primary science teachers in Malaysia. The paper describes survey development process and results from 220 prımary science teachers in Malaysia (Female= 106, Male= 104). Data were collected through “Technological Pedagogical and Content Knowledge” (TPACK) scale. The questionnaire consisted of 47 questions within 7 factors about TPACK and is based on the survey instrument developed by Schmidt et al., (2009). Data analysis procedures included Cronbach’s alpha statistics on the TPACK knowledge domains and factor analysis for each domain. Results suggest that, with the modification and/or deletion of 5 of the survey items, the survey is a reliable and valid instrument that will help researchers to assess primary science teachers’ perceptions of TPACK. In future research, other variables might be included to analyze their impact on preservice science teachers’ TPACK.

scholarly journals Chinese International Students’ Learning and Post-migration Growth Experiences: An Exploratory Study of a Foundation Studies Education Programme in Australia

2020 ◽  
Vol 9 (2) ◽  
pp. 194-218
Author(s):  
Vicente Reyes ◽  
Wenbo Zhang
Keyword(s):  
International Students ◽  
Empirical Research ◽  
Host Country ◽  
Exploratory Study ◽  
Education Programme ◽  
Chinese International Students ◽  
Future Research ◽  
Special Focus ◽  
Exploratory Inquiry ◽  
Attitudes Towards Learning

Abstract International empirical research shows international students experience varying degrees of complex and challenging transitional issues in their host country. Chinese international students (CISs) in particular often find themselves in vulnerable circumstances due to the significant disparities between the Chinese and Australian culture. This exploratory inquiry investigates the interconnections between international students’ post-migration growth, attitudes towards learning with a special focus on CISs’ experience. Results from this exploratory inquiry shed some new light on the direction of future research about foundation education programmes and international students.

Identifying Classroom Friendships: Teachers’ Confidence and Agreement With Children

2018 ◽  
Vol 38 (2) ◽  
pp. 94-104 ◽  
Author(s):  
Lori E. Meyer ◽  
Michaelene M. Ostrosky
Keyword(s):  
Exploratory Study ◽  
Children With Disabilities ◽  
Kindergarten Teachers ◽  
Future Research ◽  
Target Child ◽  
Best Friend ◽  
Best Friends ◽  
Friendship Nomination ◽  
Best Friendship ◽  
Definition Of

We conducted an exploratory study to investigate teachers’ confidence and agreement with children when teachers and children identified close classroom friendships. Participants comprised six kindergarten teachers and 110 children, including 26 children with disabilities. Data were gathered from a friendship nomination questionnaire completed by teachers and a friendship nomination task completed by children. On average, teachers accurately identified one peer that a target child also named as a “best friend.” Teachers also identified children selected as “very best friends” for 59% of their students when using a less conservative definition of very best friendship. Teachers reported being confident in identifying friendships, on average, for 39% of their class. However, greater confidence did not equate with more accurate reports. Although teachers were slightly more confident in their friendship reports for children with disabilities, they were also less accurate. Implications for supporting friendship development and future research are discussed.

Primary Science Teachers’ Perceptions of Technological Pedagogical and Content Knowledge (TPACK) In Malaysia

2016 ◽  
Vol 6 (2) ◽  
pp. 167 ◽  
Author(s):  
Mohammed Yousef Mai ◽  
Mahizer Hamzah
Keyword(s):  
Pedagogical Content Knowledge ◽  
Content Knowledge ◽  
Science Teachers ◽  
Technological Knowledge ◽  
Pedagogical Knowledge ◽  
Information And Communications Technology ◽  
Primary Science ◽  
Pedagogical Content ◽  
Technology Application ◽  
Teachers Perceptions

The integration of Information and Communications Technology (ICT) in classrooms has been a challenge for the educational systems that aim to cope with the needs and the demands of the 21st century. The TPACK framework represents the knowledge needed by teachers bringing together content knowledge, technological knowledge and pedagogical knowledge with the aim of integrating ICTs into teaching-learning processes. The aim of this study is to determine the primary science teachers’ perceptions of technological pedagogical content knowledge (TPACK) addressing teachers’ perceptions of the affordances of technology application in instruction. A total of 133 prımary science teachers in Malaysia were surveyed (Female= 67, Male= 66). Data were collected through “Technological Pedagogical and Content Knowledge” (TPACK) scale. The questionnaire consisted of 47 questions about TPACK and is based on the survey instrument developed by Schmidt et al. (2009). TPACK involving the seven factors of technological knowledge (TK), pedagogical knowledge (PK), content knowledge (CK), technological content knowledge (TCK), technological pedagogical knowledge (TPK), pedagogical content knowledge (PCK), as well as synthesized knowledge of technology, pedagogy, and content (TPC). The findings indicate that primary science teachers perceive higher self-confidence in pedagogical knowledge in general. Further, no differences between science teachers’ perceptions according to thier gender, while there are diferences between the teachers perceptions of PK, CK, and PCK accordıng to their age

scholarly journals Negotiating (dis-)engagement in K-12 blended learning

2021 ◽  
Author(s):  
Nina Bergdahl ◽  
Melissa Bond
Keyword(s):  
Active Learning ◽  
Blended Learning ◽  
Digital Technologies ◽  
Vital Role ◽  
Future Research ◽  
Socially Disadvantaged ◽  
Leadership Engagement ◽  
Upper Secondary ◽  
K 12 ◽  
Engagement And Disengagement

AbstractIt is well-recognised that engagement is critical for learning and school success. Engagement (and disengagement) are, however, also influenced by context. Thus, as digital technologies add complexity to the educational context, they influence classroom leadership, lesson designs and related practices, and thereby engagement. Despite being critical, engagement and disengagement are not well explored concerning these influences, with a lack of research undertaken within socially disadvantaged schools. In this qualitative study, 14 classroom observations were conducted, during five months, in twelve classes in an upper secondary school in Sweden, along with dialogues with teachers (n=12) and students (n=32). The data were analysed using thematic analysis and descriptive statistics. Identified themes include digital context, teacher leadership, engagement and disengagement. A network of relations between the (dis-)engagement compound and themes is presented. The results identified processes in which engagement shifted into disengagement and vice versa; in particular, that the intention of active learning does not automatically translate to active learning for all students, although teachers employed a higher work pace than did their students. Teacher self-efficacy and awareness of how to manage digital technologies in and outside the classroom was found to play a vital role in facilitating engagement. Understanding the (dis-)engagement compound in blended learning environments is key to inform active and visible learning for future research and supportive organisational structures.

Marital Satisfaction of Portuguese Families in Times of Social Lockdown

2021 ◽  
pp. 106648072110098
Author(s):  
Carla Sílvia Fernandes ◽  
Bruno Magalhães ◽  
Sílvia Silva ◽  
Beatriz Edra
Keyword(s):  
Marital Satisfaction ◽  
Exploratory Study ◽  
Social Economic ◽  
Future Research ◽  
Marital Relations ◽  
The Social ◽  
The Family ◽  
Convenience Sampling ◽  
Global Threat ◽  
The Impact

The COVID-19 pandemic represents a global threat and crisis situation, and its wide-reaching impact has also affected marital satisfaction. Dysfunction of the marital system puts the survival of the family unit at risk. This research aimed to determine the level of marital satisfaction of Portuguese families during the social lockdown and the association between the variables under study. A descriptive, exploratory study was conducted. During the social lockdown, 276 people of Portuguese nationality and residing in Portugal were recruited using nonprobabilistic convenience sampling. Marital satisfaction in the pandemic phase showed low values that may be associated with the social, economic, and political context experienced by the pandemic situation. Future research must be carried out in order to identify, prevent, and intervene in situations of violence. In addition, future research should explore not only marital satisfaction during the current pandemic but a more systemic assessment of marital relations during crises, expanding the impact of marital satisfaction in family functioning.

Development and validation of an instrument for measuring Chinese chemistry teachers’ perceptions of pedagogical content knowledge for teaching chemistry core competencies

2021 ◽  
Author(s):  
Peng He ◽  
Changlong Zheng ◽  
Tingting Li
Keyword(s):  
Content Knowledge ◽  
Core Competencies ◽  
Chemistry Curriculum ◽  
Teaching Chemistry ◽  
Chemistry Teachers ◽  
Pedagogical Content ◽  
Teachers Perceptions ◽  
Knowledge For Teaching ◽  
New Instrument ◽  
Content Knowledge For Teaching

This study aims to develop and validate a new instrument for measuring chemistry teachers’ perceptions of Pedagogical Content Knowledge for teaching Chemistry Core Competencies (PCK_CCC) in the context of new Chinese chemistry curriculum reform. The five constructs and the initial 17 items in the new instrument were contextualized by the PCK pentagon model (Park S. and Oliver J. S., (2008), J. Res. Sci. Teach., 45(7), 812–834.) with the notions of the Senior High School Chemistry Curriculum Standards (Ministry of Education, P. R. China, 2017). 210 chemistry teachers from a University-Government-School initiative voluntarily participated in this study. The findings from item analysis, confirmatory factor analysis and correlation analysis provide sufficient empirical evidence to support the convergent and discriminant validity of the instrument. The concurrent validity of the instrument was confirmed by testing mean differences among teacher demographic groups. The high Cronbach's coefficient alpha values show good internal consistency reliability of the instrument. Integrating the evidence from theory and data, we documented a valid and reliable PCK_CCC instrument with five constructs consisting of 16 items. This study provides a thorough process for developing and validating instruments that address teacher perceptions of their PCK in a particular subject domain. The valid and reliable PCK_CCC instrument would be beneficial for teacher education researchers and teacher professional programs.

Sign in / Sign up

Export Citation Format

Share Document