Teacher professional learning using simulation: a Delphi study

Paul, Claire Donehower; Bukaty, Caitlyn A.; Dieker, Lisa

doi:10.1080/13664530.2019.1694574

Cited by 10 publications

(5 citation statements)

References 14 publications

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“…Higher morale improves productivity (Strauss, 1968). Thus, studies believe that a positive assessment of an attitude object predisposes people to engage in positive behaviors (Dewaele, 2019;Donehower Paul et al, 2020). Conversely, an unfavorable evaluation can predispose an individual to hinder or oppose this behavior (Eagly and Chaiken, 1993;Dunn et al, 2018).…”

Section: Major Findingsmentioning

confidence: 99%

Factors influencing teachers’ satisfaction and performance with online teaching in universities during the COVID-19

Liang

Zhang

et al. 2023

Front. Psychol.

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The COVID-19 pandemic has significantly changed the teaching model, promoting educational institutions to initiate more explorations in online teaching. This study examines the factors influencing teachers’ online teaching performance and satisfaction in universities during the COVID-19. We applied a model of technology acceptance (TAM), expectation confirmation (ECM), and computer self-efficacy (CSE) to develop a questionnaire. The survey was used to collect data from 347 teachers from 6 universities in eastern China to identify factors affecting teachers’ performance and satisfaction during the COVID-19. The results indicated that teachers’ performance of online teaching is significantly affected by satisfaction, perceived usefulness, and perceived ease of use of online teaching. Meanwhile, confirmation of online teaching expectations and computer self-efficacy significantly impacted teachers’ satisfaction with online teaching. This work is an original empirical study guided by multiple theories. It contributes to the online education literature and provides advice regarding how teachers’ online teaching satisfaction and performance can be developed in a situation like the one that occurred with COVID-19. This work also broadens the application of TAM and provides an alternative theoretical framework for future research on teachers’ online teaching performance.

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Section: Major Findingsmentioning

confidence: 99%

Factors influencing teachers’ satisfaction and performance with online teaching in universities during the COVID-19

Liang

Zhang

et al. 2023

Front. Psychol.

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“…By the end of the 20th century, educational philosophers had already argued that students of all ages need to engage in higher-order thinking that is diverse, flexible, and creative to keep up with the rapid changes and innovations occurring in educational settings (Daniel & Bergman-Drewe, 1998). Looking at the educational settings, the teachers remain one of the central foci and without them, the educational framework is not complete (Donehower, et al, 2020). They need to be effective and creative.…”

Section: Madrasah Systemmentioning

confidence: 99%

A Critical Discourse on Divergent System of Education: Evaluating Youth Engagements for a Secure Pakistan

Khan,

Siddiqua,

Khan

et al. 2023

AESSR

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This study investigated the divergent system of education in Pakistan with a special focus on evaluating youth engagement contributing to a secure Pakistan. Youth engagement activities were explored with respect to economic, social, and political context. The study adopted a descriptive strategy following a qualitative approach. Nine participants from government institutions, private institutions and madrasahs were selected using convenient sampling technique for data collection. Interviews with structured questions were designed to apply the thematic analysis. The findings show that a small segment of private schools understand its significance and engage their students in activities that facilitate them to understand the concepts such as entrepreneurship, business engagements, small and large-scale businesses, and ideas related to such business domain. It was found that only a few public schools responded to promote leadership skills in their respective schools through various classroom practices and school activities. The respondents of madrasahs perceive political engagement of youth by affiliating themselves with a political party. The findings show a mixed response to the political engagement of youth. However, the realization of its significance in the current times has been found among all respondents. In accordance with the social engagement of youth, there seems to be a proper system in place for fostering social skills amongst the students in private schools.

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“…(2017) indicated that as the use of SVC increases, the frequency of asking questions, and specific feedback for students increases in prospective teachers' actual classroom experiences. SVC affords frequent rehearsal experiences, enhancing classroom management skills, improving the use of teaching methods (Donehower Paul et al., 2020). Currently, the idea of a need for an affective recommendation system has been raised in the literature, but no SVC is utilized to provide an affective recommendation in order to support the emotional development of prospective teachers.…”

Section: Introductionmentioning

confidence: 99%

Emotional patterns in a simulated virtual classroom supported with an affective recommendation system

Caglar‐Ozhan

Altun

Ekmekcioǧlu

2022

Brit J Educational Tech

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The purpose of this study is to explore the effects of an affective recommendation system on the developmental trajectories of prospective teachers' emotional patterns, integrated with a Simulated Virtual Classroom (SVC) platform called SimInClass. SVC exposes teachers to a range of student discourses in the form of unexpected stimuli. Fifteen prospective teachers participated in a study consisting of two practicum sessions in the SVC. Participants did not receive any affective recommendation after the first session but did receive it after the second session. Additional data were collected during both sessions in the SVC, including the physiological responses, such as electroencephalogram (EEG), galvanic skin response (GSR), and facial expressions. L metric and Lag sequential analysis were employed in determining teachers' transitional emotional patterns. The results showed that participants did not maintain disgust after receiving affective recommendations, although they maintained sadness. This result indicates that the given affective recommendation has an inherent effect on negative emotions that are felt less intensely. Different or longer‐term interventions may be needed for more intense and long‐lasting negative discrete emotions such as sadness. Also, participants transitioned to happiness and sadness instead of maintaining their neutral status after receiving an affective recommendation. This result demonstrates that affective recommendations encourage participants to use the cognitive reappraisal necessary for emotion regulation. When the participants' emotional patterns are examined on the basis of student discourse, the results are more complex and the emotional patterns differ according to the function of the discourse triggered by virtual students. What is already known about this topic Teachers experience different emotional states during teaching. Teachers' emotions affect their behaviour management, teaching process and student engagement. It is beneficial to increase opportunities for prospective teachers' classroom experience and provide them with sufficient guidance and advice during this difficult process. What this paper adds The affective recommendation system has intervened in the persistence of short‐term and low‐intensity negative emotions. The affective recommendation system enabled prospective teachers to try to reach optimal emotional conditions through cognitive reappraisal processes. When emotional patterns are examined in light of the types of student discourse, it is noted that happy prospective teachers maintain their emotions when confronted with unexpected stimuli. However, prospective teachers in a negative valance displayed a descending pattern of activation in response to an unexpected stimulus. Implications for practice and/or policy Teacher emotions need to be taken into account in teacher education programs. SVCs can be utilized as useful tools for teacher education programs. In subsequent studies, it is suggested to explore the stimulus‐based effects of t...

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Teacher professional learning using simulation: a Delphi study

Cited by 10 publications

References 14 publications

Factors influencing teachers’ satisfaction and performance with online teaching in universities during the COVID-19

Factors influencing teachers’ satisfaction and performance with online teaching in universities during the COVID-19

A Critical Discourse on Divergent System of Education: Evaluating Youth Engagements for a Secure Pakistan

Emotional patterns in a simulated virtual classroom supported with an affective recommendation system

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