No abstract

Digital technologies are an important requirement for curriculum expectations, including general ICT capability and STEM education. These technologies are also positioned as mechanisms for educational reform via transformation of teacher practice. It seems, however, that wide-scale transformation of teacher practice and digital learning remain unrealized. This is commonly attributed to a range of challenges associated with extrinsic and intrinsic influences, which while acknowledged, are not well conceptualized. Using evidence from a case study of teachers working to transform their practice with digital technologies, this paper presents a tri-theory framework that was used to conceptualize these challenges. Activity Theory provided a mechanism for teachers to identify extrinsic influences in activity systems then contextualize and reduce the perceived significance of challenging contradictions. System 1 and System 2 Thinking Theory was used by the teachers to explore the role of routine, attitudes, and beliefs in their practice and conceptualize discomfort associated with changes in practice. Transformative Learning Theory is presented as a mechanism to explain the interaction between extrinsic and intrinsic influences during the teachers' collaborative attempts to consciously transform their practice. As a common language for discourse, the tri-theory framework allowed the teachers to collaboratively contextualize challenges of realizing digital learning.

No abstract

Teacher self-efficacy (TSE) of pre-service and in-service teachers plays a significant role in the successful implementation of educational reforms. The purpose of this systematic literature review is to explore the interaction between curriculum and/or assessment reform and TSE. Twenty-nine empirical research studies are analysed to find factors that impact TSE during change and the support mechanisms necessary to maintain high TSE. Using the Systematic Quantitative Literature Review method coupled with Social Cognitive Theory and Sources of Self-efficacy, studies reported that environmental determinants lower TSE during reform. It was found that to support high TSE professional learning was a necessity.

No abstract