Opolnomočenje bodočih učiteljev naravoslovja: spodbujanje samoučinkovitosti s programom posredovanja, ki temelji na oblikovanju digitalnih gradiv
Povzetek
Na podlagi izkustvenega učenja, okvira tehnološko-pedagoško-vsebinskega znanja (TPVZ) in socialno-kognitivne teorije ta študija preučuje učinkeintervencijskega programa, ki temelji na oblikovanju digitalnih gradiv, samoučinkovitost bodočih učiteljev naravoslovja pri razvoju digitalnih učnih gradiv v okviru izobraževanja učiteljev v Turčiji. Uporabili smo eksperimentalni načrt s predtestom in potestom, in sicer z eno skupino 31 bodočih učiteljev naravoslovja, ki so se udeležili 16-tedenskega intervencijskega programa. Podatki so bili zbrani z uporabo lestvice samoučinkovitosti pri razvoju digitalnih učnih gradiv za učitelje pred programom in po njem, zbrane podatke pa smo analizirali z deskriptivnimi in inferenčnimi statističnimi metodami. Izsledki so pokazali statistično pomembno povečanje skupne in splošne samoučinkovitosti bodočih učiteljev naravoslovja v povezavi z razvojem digitalnih gradiv, pri čemer je bil najopaznejši napredek zaznan v dimenziji »razvoj«. Nasprotno pa v dimenzijah »oblikovanje« in »negativno mnenje« niso bile ugotovljene nobene pomembne spremembe, kar kaže na to, da je imel program različne učinke na različne dimenzije samoučinkovitosti. Ti izsledki kažejo, da lahko intervencijski programi, ki temeljijo na oblikovanju digitalnih gradiv, sicer učinkovito okrepijo samozavest bodočih učiteljev pri izboljševanju in uporabi digitalnih gradiv, vendar je za okrepitev kompetenc, povezanih z oblikovanjem, in spremembo stališč mogoče potrebna dodatna ali bolj usmerjena pedagoška podpora. Študija prispeva k omejeni empirični literaturi o samoučinkovitosti pri digitalnem poučevanju, in sicer s tem, da ponuja strukturiran model intervencije, ki traja en semester, vendar pa njeno splošno veljavnost omejujejo: zasnova z eno skupino, majhna velikost vzorca in kontekst, specifičen za državo, v kateri je študija potekala. Priporočamo nadaljnje raziskave s primerjalnimi zasnovami in z večjimi vzorci, da bi podrobneje preučili mehanizme, prek katerih intervencije, ki temeljijo na oblikovanju digitalnih gradiv, vplivajo na različne dimenzije samoučinkovitosti pri digitalnem poučevanju v različnih izobraževalnih okoljih.
Prenosi
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