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Tytuł pozycji:

Teacher Qualification, Experience, Capability Beliefs and Professional Development: Do They Predict Teacher Adoption of 21st Century Pedagogies?

Tytuł :
Teacher Qualification, Experience, Capability Beliefs and Professional Development: Do They Predict Teacher Adoption of 21st Century Pedagogies?
Autorzy :
Omare, Elijah; Imonje, Rosemary Khitieyi; Nyagah, Grace
Źródło :
International Journal of Curriculum and Instruction, v12 n2 p639-670 2020. 32 pp.
Dostępność :
World Council for Curriculum and Instruction. California School of Education, Alliant International University, 10455 Pomerado Road, San Diego, CA 92131. Web site: http://ijci.wcci-international.org
Recenzowane naukowo :
Y
ISSN :
1562-0506
Deskryptory :
Teacher Qualifications, Teaching Experience, Self Efficacy, Teacher Attitudes, Teacher Competencies, Pedagogical Content Knowledge, Professional Development, Secondary School Science, Science Teachers, 21st Century Skills, Educational Innovation, Predictor Variables, Adoption (Ideas), Foreign Countries
Abstractor :
As Provided
Liczba referencji :
-1
Język :
English
Liczba stron :
32
Education Level :
Secondary Education
Typ publikacji :
Journal Articles; Reports - Research
Kod czasopisma :
JAN2021
Data wpisu :
2020
Numer akcesji :
EJ1271206
Czasopismo naukowe
The primary objective of the study is to unravel the role played by selected teacher variables in adoption of 21st century pedagogies in Kisii County, Kenya. We hypothesized that there is no statistically significant relationship between the teacher characteristics and adoption of 21st century pedagogies. Convergent parallel mixed method design was employed in this research. A randomized sample of science teachers (n=184) was used to avail required data. Ordinal logistic regression was used to establish to what extent the teacher variables predicted teacher adoption of 21st century pedagogies. The final model statistically significantly predicted the dependent variable over and above the intercept-only model. We conclude that the teacher characteristics investigated do inform teacher adoption of 21st century pedagogies. Policy implications suggest that the Ministry of Education should strive to ensure quality pre-service teacher education, engender teacher motivation to better teacher beliefs/attitudes and also invest in teacher professional development-all which we consider fundamental determinants of teacher adoption of 21st century pedagogies.

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