Education and Information Technologies

Chang, Chiung-Fang; Annisa, Nurul; Chen, Ken-Zen

doi: 10.1007/s10639-024-13160-6pmid: N/A

This study examined the impact of the Indonesian pre-service teacher professional education program (PPG) on pre-service science teachers' technological pedagogical content knowledge (TPACK) competencies. As a government-directed initiative, the PPG program's curriculum is aligned with TPACK principles. We conducted a comparative analysis involving 311 teachers divided into four groups: pre-service PPG science teachers, pre-service science teachers not enrolled in PPG, in-service science teachers with less than two years of experience, and those with more than two years of experience. ANOVA results revealed a significant positive effect of the PPG program on TPACK scores, except when comparing non-PPG pre-service teachers to in-service teachers with less than two years of experience. Pre-service PPG teachers demonstrated greater confidence in technology-related TPACK components. In contrast, in-service teachers with over two years of experience exhibited higher overall TPACK scores, particularly in pedagogical knowledge, content knowledge, and pedagogical content knowledge. These findings highlight the effectiveness of government-sponsored teacher training in enhancing TPACK while recognizing the valuable expertise that experienced teachers bring to their practice. The study suggests a need for resource allocation and training strategies that incorporate the strengths of both pre-service and experienced educators to foster a more comprehensive approach to teacher development.

Pellas, Nikolaos

doi: 10.1007/s10639-024-13154-4pmid: N/A

Teacher professional development (TPD) programs face several challenges in fostering active participation and ensuring high-quality learning experiences compared to traditional approaches. While online TPD programs offer flexibility, concerns remain about their effectiveness in promoting high-quality content and autonomous learning. This study aims to address these concerns by comparing the effectiveness of Massive Open Online Courses (MOOCs) and Learning Management Systems (LMS) in enhancing teacher autonomy and perceptions of TPD program quality. A cross-sectional study was conducted to examine how these platforms influence teachers’ perceptions of key TPD quality indicators, including clarity, structure, cognitive stimulation, collaboration, and practical relevance, as well as the development of their autonomous learning. The current study also explored how individual teacher characteristics such as certification level, experience, and gender, might influence these effects. A total of 108 teachers (n = 108) participated in TPD programs delivered through either MOOCs (12 courses) or LMS (14 courses). The results indicate that while both platforms received positive evaluations, MOOCs exhibited slightly higher overall ratings for quality indicators. Additionally, participants enrolled in MOOCs reported significantly greater autonomous learning development compared to those using LMS. Moreover, higher certification and experience levels were associated with more positive perceptions of TPD quality across both platforms. This study contributes to the field by highlighting the potential for both MOOCs and LMS to support high-quality TPD, which can foster teacher autonomy, while also emphasizing the importance of considering individual teacher characteristics in TPD program design.

Diaz, Patricia; Hrastinski, Stefan; Norström, Per

doi: 10.1007/s10639-024-13165-1pmid: N/A

During teacher education programs, teacher students are expected to develop the digital competence necessary for their future roles as teachers. A vital aspect of this competence involves integrating digital tools into educational activities. Some digital tools, such as response systems, are designed and used to encourage student participation during educational activities. This study explores how teacher students use different functions in various response systems during their student teaching, practically applying what they learned in an ICT course during the teacher education program. Semi-structured interviews were thematically analyzed, with activity theory as a framework to discuss the themes. The findings reveal that while most teacher students used response systems during their student teaching, the extent and manner of use varied significantly. Frequent users reported positive experiences, integrating response systems as part of their teaching strategy, while occasional and non-users faced barriers related to theoretical grounding, relevance to the subject of English, community support, and the division of labor. These results highlight the importance of aligning digital tools with educational objectives and providing teacher students with theoretical and practical support during their training. The study contributes to the ongoing discourse on integrating digital tools in teacher education and provides insights into digital competence development within teacher education programs.