Pedagogical Strategy for Developing Teachers' Psychological Readiness to Exchange Knowledge

Selivanova, E. V.; Yarychev, Nasrudi; Ilyasov, Dinaf

doi:10.21125/inted.2020.0663

Cited by 2 publications

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“…The viaduct to the teaching environment, perceptions, and level of competencies teachers have about technology will affect its implementation in the class (Jena, 2015). Selivanova et al (2020) considered that teachers, in modernized teaching-learning settings, need to be trained to adapt their teaching materials to the new demands of e-learning, and facilitate the comprehension and understanding of content. With unique competencies teachers need to upgrade and master, there is a personal conviction about the effectiveness of the technology (Hidayah, 2015).…”

Section: Psychological Attitudes Between Raising the Challenge And Re...mentioning

confidence: 99%

Taking the Wave of Digitalization: Reflection on the Psychological Readiness of Teachers in Using Information and Communication Technologies

Souheyla¹,

Benmansour²

2022

AWEJ

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Considering the brainwave of the psychological approach for the use of Information and Communication Technology (ICT), collaboration, expectation, and motivation have been identified as the aspects of readiness for integrating technology into the teaching strategies. Studies have investigated the integration of ICTs in the teaching/learning process; still there is a lack of research probing the significance of the psychological readiness of teachers on their perceptions about utilizing ICTs in the Algerian EFL context. The research, between hands, aspires to bridge the gaps, reveal the significant obstacles; and barriers encountered while exploring ICTs, and investigate the following query: What are the significant psychological obstacles that might prevent the effective implementation of ICTs? A mixed-method design was used in this research, employing a survey questionnaire and semi-structured interview to collect data from thirty- five EFL teachers at the University of Mohammed Ben Ahmed in Oran; Algeria. Participant teachers reveal a satisfactory willingness for using education technologies. Lack of training, insufficient ICT skills, technology anxiety, resistance to change, and no perception of benefits were the major psychological obstacles reported by the informants. To perk up the digital proficiencies of teachers, to train them to utilize ICTs, and to explore the potential of ICTs were highly recommended to rouse in teachers, the emotional readiness to implement Information Technologies.

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Section: Psychological Attitudes Between Raising the Challenge And Re...mentioning

confidence: 99%

Taking the Wave of Digitalization: Reflection on the Psychological Readiness of Teachers in Using Information and Communication Technologies

Souheyla¹,

Benmansour²

2022

AWEJ

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Formation of Psychological Readiness of the Teacher to Implement Information and Communication Technologies in Professional Activities

Honchar

Derkachova

Shakhrai

et al. 2021

International Journal of Education and Information Technologies

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The relevance of discussing the components of the psychological strategy for teachers’ use of Information and Communications Technology (ICT) at General High School Educational Institution (GHSEI) involves the categories of cooperation, reflexive, motivational and informational parts of the strategy have been developed and characterized as components of teacher readiness for professional activity in a multidisciplinary environment. The aim of the research is to develop a pedagogical strategy for psychological readiness of teachers to use ICT to eliminate internal and external barriers that interfere with the intensive exchange of information among and behind the educational team. Methodology. Sociological survey (number of participants 1200) on the platform “Online Test Pad” among teachers of GHSEI (Ukraine). Results. The list of components in the structure of psychological readiness of students to implementation of educational innovations, including emotional-motivational, cognitive-motivational, orientational, activity-operational, moral, communicative, volitional, mobilizing, evaluative-resulting. The article outlines the stages of solving the main psychological barriers to innovation in the use of information and communication technologies. Presented is the assessment of the components of psychological readiness to the implementation of ICT through the respondents’ free responses. The article revealed the criteria of psychological actualization of personal achievements in the use of ICT in professional activity. The conditions of psychological readiness for the use of ICTs in pedagogical activity as well as the professional tasks of ICT use were determined. The practical value of the study was the presentation of the recommended strategy for implementation of ICT-warehouses in professional activities with the use of information on the psychological readiness of the teacher.

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Pedagogical Strategy for Developing Teachers' Psychological Readiness to Exchange Knowledge

Cited by 2 publications

References 0 publications

Taking the Wave of Digitalization: Reflection on the Psychological Readiness of Teachers in Using Information and Communication Technologies

Taking the Wave of Digitalization: Reflection on the Psychological Readiness of Teachers in Using Information and Communication Technologies

Formation of Psychological Readiness of the Teacher to Implement Information and Communication Technologies in Professional Activities

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