The effects of a teacher development programme in chinese vocational education on the efficacy and professional engagement of novice teachers

Jin, Xinglin; Tigelaar, Dineke; Want, A. van der; Admiraal, Wilfried

doi:10.1080/02607476.2022.2072713

Cited by 6 publications

(5 citation statements)

References 22 publications

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“…On the one hand, the findings suggested that Chinese higher vocational college teachers' actual use of ICT in teaching is directly influenced by the college policies on reform and innovation, the climate of communication among colleagues about technology use, the faculty professional title promotion system, and teacher performance assessment mechanisms. The current results support some similar conclusions of previous studies from the perspective of Chinese data [14,40]. For instance, Deng et al found that people's actual use of ICT tends to be a natural and voluntary behavior when they perceive that the external support conditions are available and accessible to them [29].…”

Section: What Directly Affects Teachers' Ict Teaching Behavior?supporting

confidence: 92%

“…For example, some scholars suggested that perceived risk, satisfaction, attitude, and trust should be considered to complement the original UTAUT model [37]. Other external factors have also been pointed out to influence teachers' use of new technologies in teaching, such as social networks, communication or exchanging information with peers, social media [38], organizational commitment [39], and teacher professional title promotion system [40]. Moreover, Zhang and Liu stressed that the impact of school reform and innovation policies, incentive measures, and teacher performance assessment mechanisms should be considered when analyzing the factors influencing teachers' application of new teaching methods and tools for professional development in a Chinese context [14].…”

Section: External Conditionsmentioning

confidence: 99%

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What Affects Vocational Teachers' Acceptance and Use of ICT in Teaching? A Large-scale Survey of Higher Vocational College Teachers in China

Chen¹,

Cui²,

Guo³

2022

Preprint

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This study aimed to explore what factors affect teachers’ acceptance and instructional use of ICT in Chinese higher vocational colleges. Grounded in the modified UTAUT model, the current study investigated the direct and indirect effects of teachers’ performance expectancy, effort expectancy, external conditions, and behavioral intentions on using ICT in teaching. A total of 6087 teachers from 219 vocational colleges in 28 provinces in China participated in a large-scale survey. Structural equation modeling revealed that the teachers’ psychological perceptions (including performance expectancy, effort expectancy, and intention to use ICT technology) and the external support conditions (including professional development support, infrastructures, the climate of organizational reform and innovation, and teacher performance assessment mechanisms) significantly directly affect the use of ICT in Chinese higher vocational college teachers’ teaching practice. Moreover, this study confirmed the mediating role of teachers’ intention to use ICT in teaching in the relationship between teachers’ psychological perceptions and ICT instructional usage behavior. However, there were differences in the significance of these variables in the chain effect of teachers’ intention to use ICT. These findings expand our understanding of the factors influencing ICT use in teaching among VET teachers in China and thus provide practical implications for higher vocational college managers to promote teachers’ ICT teaching behaviors.

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Section: What Directly Affects Teachers' Ict Teaching Behavior?supporting

confidence: 92%

Section: External Conditionsmentioning

confidence: 99%

What Affects Vocational Teachers' Acceptance and Use of ICT in Teaching? A Large-scale Survey of Higher Vocational College Teachers in China

Chen¹,

Cui²,

Guo³

2022

Preprint

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“…The significance of motivation is particularly pronounced within the student population who are confronted with financial constraints, as it serves as a catalyst for their ability to persist in the face of adversities. Teacher leaders demonstrate adaptability and responsiveness in addressing the distinctive needs of their students (Zhao et.al., 2023, Jin et. al., 2023.…”

Section: Discussionmentioning

confidence: 99%

“…Educators have a crucial and influential role in promoting students' curiosity, nurturing their passions, and encouraging the development of essential life skills. The use of efficient pedagogical strategies enables educators to successfully fulfil their instructional responsibilities (Zhao et.al., 2023, Jin et. al., 2023.…”

Section: Teacher Strategy (Ts) Full Time Teacher Teaching Strategy In...mentioning

confidence: 99%

Full-Time Teachers' Teaching Strategies and the role of Universities and Families on Students' Achievement with Financial Difficulties

Meiping,

Azar,

Ahmad

2023

J. of Law and Sust. Develop.

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Purpose: This study explores the intricate interaction of the teaching approach of full-time teacher, the teacher leadership skills, and the combined influence of all of these factors on students' academic progress, with a special emphasis on those students who are having difficulty financially. Theoretical framework: In order to conduct an in-depth investigation into the connections between these factors, the research makes use of a quantitative methods methodology, which incorporates quantitative surveys, and an examination of academic performance data. Design/ methodology/approach: The possible role that student engagement may play as a mediator in the pathways leading from these determinants to academic accomplishment is explored as part of this study. Findings: The results are intended to focus light on the essential role that teacher leadership and collaborative efforts play in aiding students who have financial restrictions, which will eventually contribute to more successful educational practises and policies. Research, Practical & Social Implications: The present milieu not solely cultivates scholarly triumph but also endows learners with the fortitude and proficiencies requisite for surmounting pecuniary obstacles and attaining their enduring educational and vocational aspirations. The concept of teacher leadership extends beyond the mere transmission of knowledge, encompassing the profound objective of motivating and enabling students to realise their utmost capabilities, irrespective of their socioeconomic backgrounds.

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“…Educators occupy a pivotal and influential position in the realm of academia as they actively foster the inquisitiveness of students, cultivate their fervour for knowledge, and promote the cultivation of indispensable life proficiencies. The implementation of effective pedagogical methodologies empowers educators to effectively discharge their instructional obligations (Zhao et.al., 2023, Jin et. al., 2023.…”

Section: Full Time Teacher Teaching Approach (Fttts)mentioning

confidence: 99%

The Mediating Effect of Students Engagement on Leadership Skills of Full-Time Teachers' Teaching Strategies on Students' Achievement with Financial Difficulties

Meiping,

Azar,

Ahmad

2023

J. of Law and Sust. Develop.

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Purpose: This study sought to investigate the impact of full-time teacher teaching approach and the corporation between university and family in enhancing the students’ performance with the moderating effect of student’s engagement in Guangdong University Of Petrochemical Technology, China. Theoretical framework: In order to conduct an in-depth investigation into the connections between these factors, the research makes use of a quantitative methods methodology, which incorporates quantitative surveys, and an examination of academic performance data. Design/ methodology/approach: Through the use of a questionnaire, this study seeks to acquire an all-encompassing knowledge of the variables that influence academic accomplishment among students who are experiencing financial challenges. Participants in the survey came from both leadership positions and regular teaching positions at Guangdong University of Petrochemical Technology in Maoming city. Findings: The instructional approach of a full-time teacher is crucial for improving the academic performance of students with financial difficulties. Their ability to create an inclusive, empathetic, and adaptable learning environment, coupled with individualised teaching strategies, enables these students to surmount obstacles, realise their maximum potential, and positively impact their education and society. Research, Practical & Social Implications: In addition to imparting knowledge, the duty of a full-time teacher is to inspire and empower students to attain their maximum potential, regardless of their socioeconomic situation. This partnership ensures that students have the financial resources, emotional support, and direction they need to overcome financial obstacles and achieve academic success.

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The effects of a teacher development programme in chinese vocational education on the efficacy and professional engagement of novice teachers

Cited by 6 publications

References 22 publications

What Affects Vocational Teachers' Acceptance and Use of ICT in Teaching? A Large-scale Survey of Higher Vocational College Teachers in China

What Affects Vocational Teachers' Acceptance and Use of ICT in Teaching? A Large-scale Survey of Higher Vocational College Teachers in China

Full-Time Teachers' Teaching Strategies and the role of Universities and Families on Students' Achievement with Financial Difficulties

The Mediating Effect of Students Engagement on Leadership Skills of Full-Time Teachers' Teaching Strategies on Students' Achievement with Financial Difficulties

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