The role of student engagement in promoting teachers’ continuous learning of TPACK: based on a stimulus-organism-response framework and an integrative model of behavior prediction

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成果类型：

期刊论文

作者：

Zhou, Chi;Wu, Di;Li, Yating;Yang, Harrison Hao;Man, Shuo;...

通讯作者：

Min Chen

作者机构：

[Li, Yating; Zhou, Chi; Man, Shuo; Chen, Min] Cent China Normal Univ, Natl Engn Res Ctr Learning, Wuhan 430079, Hubei, Peoples R China.

[Zhou, Chi; Wu, Di] Cent China Normal Univ, Res Ctr Sci & Technol Promoting Educ Innovat & De, Strateg Res Base, Minist Educ, Wuhan 430079, Hubei, Peoples R China.

[Zhou, Chi] Cent China Normal Univ, Educ Informatizat Strategy Res Base Minist Educ, Wuhan 430079, Hubei, Peoples R China.

[Wu, Di] Cent China Normal Univ, Hubei Res Ctr Educ Informatizat Dev, Wuhan 430079, Hubei, Peoples R China.

[Yang, Harrison Hao] SUNY Coll Oswego, Sch Educ, Oswego, NY 60543 USA.

通讯机构：

[Min Chen] N

National Engineering Research Center for E-Learning, Central China Normal University, Wuhan, China

语种：

英文

关键词：

Teacher learning;Technological pedagogical content knowledge;Student engagement;Stimulus-organism-response framework;Integrative model of behavior prediction

期刊：

Education and Information Technologies

ISSN：

1360-2357

年：

2023

卷：

期：

页码：

2207-2227

DOI：

10.1007/s10639-022-11237-8

基金类别：

This study was supported by the National Natural Science Foundation of China [grant numbers 62177026, 61907018]; the Central China Normal University National Teacher Development Collaborative Innovation Experimental Base Construction Research Project [grant number CCNUTEIII 2021-01].

机构署名：

本校为第一机构

院系归属：

国家数字化学习工程技术研究中心

摘要：

The importance and dynamic development of technological pedagogical content knowledge (TPACK) has been well recognized. In order to keep up with the development of the ever-changing society and variety of teaching technologies, teachers need to continue to learn TPACK. Previous studies indicated the importance of student engagement in promoting teachers’ learning. However, how student engagement affects teachers’ continuous learning of TPACK remains unclear. To bridge the research gap, our study constructed a model based on the stimulus-organ...

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The role of student engagement in promoting teachers’ continuous learning of TPACK: based on a stimulus-organism-response framework and an integrative model of behavior prediction

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