2014
DOI: 10.1007/s10798-014-9285-9
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Investigating technology teachers’ self-efficacy on assessment

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Cited by 29 publications
(33 citation statements)
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“…When teachers' perceptions of STEM are studied, the findings show that teachers' personal knowledge and understanding of STEM are connected to effectiveness in the classroom (Bell 2016). A Swedish study (Hartell et al 2015) also shows that teachers without technology teacher education are more unsure about how to teach and assess their students.…”
Section: Self-efficacymentioning
confidence: 98%
See 1 more Smart Citation
“…When teachers' perceptions of STEM are studied, the findings show that teachers' personal knowledge and understanding of STEM are connected to effectiveness in the classroom (Bell 2016). A Swedish study (Hartell et al 2015) also shows that teachers without technology teacher education are more unsure about how to teach and assess their students.…”
Section: Self-efficacymentioning
confidence: 98%
“…A previous Swedish study of technology teachers' self-efficacy on assessment shows that teachers with subject-specific education in technology have higher self-efficacy than teachers without subject-specific education (Hartell et al 2015). A high degree of self-efficacy among teachers also has a positive impact on student achievement (Tschannen-Moran et al 1998).…”
Section: Introductionmentioning
confidence: 94%
“…Lärares attityder -Self-efficacy I en svensk studie undersöktes tekniklärares självförmåga inom bedömning (Hartell, Gumaelius, & Svärdh, 2015). Med hjälp av enkäter jämfördes lärare med och utan lärarutbildning i teknik.…”
Section: Lärares Attityder -Kontextuella Faktorerunclassified
“…Dado que el proceso de aprendizaje y el conocimiento resultante son individuales, el papel del docente deja de tener sentido como mero transmisor, del mismo modo que el formato de las informaciones con las que contacta el alumno no tiene por qué coincidir con el conocimiento final, una vez hayan sido elaboradas (Palacios & López-Pastor, 2013). En efecto, la actividad docente se desplaza de la transmisión al filtrado, la anticipación de dificultades, la planificación de actividades que hagan emerger dudas o detectar contradicciones en el alumnado y, de manera general, a la provisión de guía y feedback al proceso individual de aprendizaje (Hartell, Gumaelius & Svärdh, 2015). La Guía de Educación Superior de la Comunidad Europea (EC, 2001) anima a los profesores a cambiar su rol, de manera que la concepción clásica de transmisor de conocimientos sea sustituida por la de guía o facilitador de aprendizaje.…”
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