ABSTRACT

Integration of technology in schools rests on effective teacher education programmes that help teachers create new teaching and learning methods and adopt them for classroom use. Social learning processes play a key role in this, but there is a lack of understanding of their role in technology adoption and in evidencing them in teacher education programmes. Using the knowledge appropriation model, we propose a self-report questionnaire instrument to evidence knowledge creation and learning practices during training. With a sample of N = 109 in-service teachers participating in the Teacher Innovation Laboratory, a teacher professional development programme that is built around school−university co-creation partnerships, we demonstrate the instrument to be reliable and to differentiate between groups who completed different programmes. The instrument predicted intended adoption of technology-enhanced learning methods beyond individual level constructs, highlighting the important role that social practices play for the eventual adoption of technologies in the classroom.

摘要

学校技术的整合依赖于有效的教师教育计划，帮助教师创造新的教学和学习方法并将其用于课堂。社会学习过程在这方面发挥着关键作用，但人们对其在技术采用和教师教育计划中的作用缺乏了解。使用知识挪用模型，我们提出了一种自我报告问卷工具，以证明培训期间的知识创造和学习实践。以参与教师创新实验室的 N = 109 名在职教师为样本，这是一个围绕校校共创伙伴关系建立的教师专业发展计划，我们证明该工具是可靠的，并且可以区分完成不同工作的群体程式。