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Exploring the relationship between in-service teachers’ beliefs and technology adoption in Brazilian primary schools
International Journal of Technology and Design Education ( IF 2.1 ) Pub Date : 2020-07-04 , DOI: 10.1007/s10798-020-09610-0
Magda Pischetola 1
Affiliation  

The paper analyses possible reasons for the gap between teachers’ actions and intentions, reported by research on practices with the use of ICT. The theoretical approach is informed by teachers’ beliefs, which are discriminated in two categories: pedagogical and epistemic. A qualitative fieldwork research undertaken in eight public primary schools in Rio de Janeiro between 2014 and 2019 presents empirical evidence of the relationship between ICT use in the classroom and teachers’ beliefs. Data collection took place in two phases, and the data set consists of: (1) sixty four semi-structured interviews with teachers of the eight schools; (2) two focus groups with teachers in two schools, selected among the eight initial schools. Main findings show the importance of ICT self-efficacy at the core of teacher’s pedagogical beliefs, as skills and knowledge are built upon direct experience and observation of others. Furthermore, epistemic beliefs are strongly related to pedagogical beliefs and teachers’ attitudes. Findings show that the most innovative teachers are those who conceive ICT as a cultural artefact, have an ecological view of the classroom, and translate their intentions into actions, facing uncertainty and possible failure.



中文翻译:

探索巴西小学在职教师的信念与技术采用之间的关系

本文分析了教师行为和意图之间存在差距的可能原因,这些原因是通过对使用 ICT 的实践进行的研究报告的。理论方法以教师的信念为依据,教师的信念分为两类:教学法和认识论。2014 年至 2019 年期间在里约热内卢的八所公立小学进行的定性实地调查研究提供了课堂中 ICT 使用与教师信念之间关系的经验证据。数据收集分两个阶段进行,数据集包括:(1)对八所学校教师的六十四次半结构化访谈;(2) 两所学校的两个焦点小组,从最初的八所学校中选出。主要研究结果表明 ICT 自我效能感在教师教学理念的核心中的重要性,因为技能和知识是建立在对他人的直接经验和观察之上的。此外,认知信念与教学信念和教师态度密切相关。调查结果表明,最具创新精神的教师是那些将 ICT 视为一种文化艺术品、对课堂有生态观、并将他们的意图转化为行动、面临不确定性和可能失败的教师。

更新日期:2020-07-04
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