How to Help Teachers Adapt to Learners? Teachers’ Perspective on a Competency and Error-Type Centered Dashboard

The TA Framework: Designing Real-time Teaching Augmentation for K-12 Classrooms

“…TA systems have been developed across a range of disciplines, including HCI [11,12,66], learning analytics [83,86,127], teacher education [58,111,112], AI in education [40,55,125,141], and the learning sciences [71,122]. Their designs take various forms (e.g., see Figure 4), such as dashboard interfaces (e.g., [88,90,92,126]) peripheral information displays (e.g., [4,7,13,69,89]), or wearables (e.g., [19,55,58,103]). These systems have been designed to provide support for a range of classroom contexts, from primary [13,129] to secondary [12,55] to higher [4,81] education, and from traditional [129] to blended [52] classrooms.…”

“…These systems have been designed to provide support for a range of classroom contexts, from primary [13,129] to secondary [12,55] to higher [4,81] education, and from traditional [129] to blended [52] classrooms. Furthermore, TA tools have been designed to support a range of teacher processes, many of which are covered by the notion of classroom orchestration [30,71,125], such as monitoring [61,107,118,122] and decision-making [12,90,92,135]. TA tools have also been designed for teachers' professional development [37,93], such as real-time teacher coaching [58,112], or cultivating their on-the-spot reflectiveness [10,66].…”

Prediction of emotional competence in future education teachers through a multiple logistic regression model and classification trees

“…In regard to the training of future teachers, studies show that not only are general and specific skills are necessary, the fact of being a teacher implies the need to acquire emotional skills in order to intervene and develop educational work in different professional contexts (Pérez-Escoda et al, 2019). Teachers must not only master the content of a discipline, but also know how to apply it according to the needs of the environment (Nurmi et al, 2012;Nikolayeva et al, 2018), and educate their students to face and respond to a society in continuous change. That is, it is not enough to deeply know and understand what they are and how to promote educational processes, to know how to design, develop and evaluate educational proposals, but training is required to become emotionally competent and to create environments promoting authentic learning experiences, as well as to manage the classroom environment adequately; for such purposes, teachers must rely on an adequate emotional balance (Fernández-Molina et al, 2019).…”