An exploration of primary school students’ perceived learning practices and associated self-efficacies regarding mobile-assisted seamless science learning

Lin, Xiaoyue; Tang, Dandan; Lin, Xuanjun; Liang, Zhong Mei; Tsai, Chin Chung

doi:10.1080/09500693.2019.1693081

Cited by 29 publications

(14 citation statements)

References 71 publications

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“…The results of the principals' assessment indicate that new teachers were considered innovative in applying technology to the learning process. This is a matter of pride for the school since technology can no longer be separated from learning in the current era, especially for learning at the elementary school level (Apriani & Julia, 2019;Baskerville, 2012;Julia, 2019aJulia, , 2019bJulia et al, 2019a;Julia et al, 2019b;Julia et al, 2019c;Julia et al, 2020;Lin et al, 2019;Maulana & Julia, 2019), In fact, it has become a necessity in almost every lesson. Due to the ability in technology and creativity in developing learning media and teaching styles, the principals also showed satisfaction to the new teachers.…”

Section: Discussionmentioning

confidence: 99%

“…Naturally, this topic had been sought to expand the measurement of program effectiveness beyond observable behavior measuring a change to teachers' thinking and feeling. The initial measurements are teachers' perceived selfefficacy (Bandura, 1986;Lin et al, 2019), individual teaching efficacy (Ashton & Webb, 1986;Kurien, 2011;Lim & Kim, 2014), and self-reported readiness (Chan, 2008;Darling-Hammond, 2012;Housego, 1992;Housego, 1990;Rots et al, 2010;Tekkaya et al, 2004;Zientek, 2007). Although some proofs in the early studies of a teacher preparation impact and feelings of readiness to teach developed with course progression, further studies had influenced inconsistent findings.…”

Section: Teacher Readiness For a Careermentioning

confidence: 99%

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Readiness and Competence of New Teachers for Career as Professional Teachers in Primary Schools

Julia¹,

Subarjah²,

Maulana³

et al. 2020

EUROPEAN J ED RES

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This study aims at exploring the problem of the readiness and competence of new teachers to teach in primary schools. This study specifically focuses on identifying the readiness of new teachers to conduct teaching professionally, and analyzing their competence in conducting teaching. This study employs a mixed-method research design with data collected from two different approaches: a qualitative approach by conducting interviews and observation, and a quantitative approach by conducting a survey. The data were collected from lecturers, graduate teachers working as teachers, graduate teachers working not as teachers, and users of graduate teachers. The results of data collection and analysis were made into several themes. The results showed that the majority of graduates were ready to join the workforce as professional teachers with the risk that they had to accept the lack of welfare and legitimacy as unprofessional teachers because they had to attend further professional education programs. The education provided by the lecturers during their study in their institution in the aspects of knowledge and skills in the field of study and pedagogy became the foundation for new teachers in starting their careers as professional teachers in schools. A good educational process had produced teachers who have competencies with good categories in various aspects.

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Section: Discussionmentioning

confidence: 99%

Section: Teacher Readiness For a Careermentioning

confidence: 99%

Readiness and Competence of New Teachers for Career as Professional Teachers in Primary Schools

Julia¹,

Subarjah²,

Maulana³

et al. 2020

EUROPEAN J ED RES

View full text Add to dashboard Cite

show abstract

“…Educational objectives, contents, methods, and carriers are important mediators that contribute to the interaction between educators and the educated [16], which is called educational mediators, and their importance is self-evident in mainstream I&P education and communication in C&U.…”

Section: Mediator Factorsmentioning

confidence: 99%

The Process and Model Innovation of Ideological Education Network Communication in Colleges and Universities Based on Cloud Computing

Zhan

2021

Scientific Programming

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The purpose is to improve the power and innovate the communication mode of mainstream I&P (Ideological and Political) education in C&U (Colleges and Universities). The opportunities and challenges that I&P education is facing or will face in media times are analyzed from three factors: the subjective, the mediator, and the environment, which affect the power of mainstream I&P in C&U. Educational means, carriers, resources, places and times, and the interactions between educators and the educated can bring opportunities for the improvement of the educational power of C&U. However, there are great challenges in all aspects of the mainstream ideology, such as education methods, education ideas, education content, education leadership and discourse power, and network public opinion control. Finally, a series of measures are proposed to improve the power of mainstream I&P education in C&U in media times, and they are updating the concept of media education, strengthening the ideological guidance, ensuring the direction of mainstream I&P education, and optimizing the media environment so that a more perfect innovative mode of I&P education is constructed. The research enriches and develops the theory of mainstream I&P education in C&U, innovates the methods of mainstream I&P education in C&U, and enhances the power of mainstream I&P education.

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“…It can be concluded then that the introduction of MSTs does not affect the SDL of students with high SDL scores but does affect students with moderate SDL scores. In fact, problem-solving and SDL are indispensable and are continually supporting each other (Lin et al 2019).…”

Section: Self-directed Learning-related Experiences Of Engaging With Multiple-solution Tasksmentioning

confidence: 99%

The promotion of selfdirected learning through the African philosophy of Ubuntu

Toit-Brits¹,

Blignaut²,

Mzuza³

2021

NWU Self-Directed Learning Series

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An exploration of primary school students’ perceived learning practices and associated self-efficacies regarding mobile-assisted seamless science learning

Cited by 29 publications

References 71 publications

Readiness and Competence of New Teachers for Career as Professional Teachers in Primary Schools

Readiness and Competence of New Teachers for Career as Professional Teachers in Primary Schools

The Process and Model Innovation of Ideological Education Network Communication in Colleges and Universities Based on Cloud Computing

The promotion of selfdirected learning through the African philosophy of Ubuntu

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