Studying Teachers Lives (Investigating Schooling Series)

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Inquiry-Based Learning: From Teacher-Guided to Student-Driven

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Abstract Information and communication technology ICT is now an integrated and central element of modern life, and its rapid emergence is changing the execution and organization of work and learning.

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Introduction In little more than a generation, ICT has become a ubiquitous element of modern life. Open in a separate window. Materials and Methods Participants and Procedure This study has a cross-sectional, correlational design, and is a secondary analysis of existing data, namely the Norwegian ICILS consisting of responses from secondary schoolteachers. Instruments The teachers answered an online questionnaire that contained questions and statements about their ICT self-efficacy, the use of ICT in teaching and contextual factors.

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Table 2 Means, standard deviations, skewness, kurtosis, and factor loadings for all items of the administered scales. Collegial Collaboration When Using ICT in Teaching and Learning Collegial collaboration when using ICT in teaching and learning was measured with two statements about whether or not they work together with other teachers and collaborate with their colleagues in developing ICT-based lessons.

Lack of Facilitation Lack of facilitation was measured through three negative statements about whether or not they experienced a lack of facilitation and support from the school management in using ICT in teaching insufficient preparation time, provisions to develop expertise and technical support. Analytical Strategy Prior to testing the hypothesized model, the data was analyzed with respect to its descriptive statistics means and standard deviations and measures of univariate normality skewness and kurtosis.

Table 3 Correlation matrix for all constructs. Variables 1 2 3 4 5 1 Collegial collaboration — 2 Lack of facilitation Discussion Previous research findings show variation when it comes to how teachers are able to use ICT efficiently in their own teaching practice Fraillon et al. Conflict of Interest Statement The authors declare that the research was conducted in the absence of any commercial or financial relationships that could be construed as a potential conflict of interest.

Footnotes 1 For more information about the IEA visit their website: www. References Bacigagulpo M. Teacher Collaboration Networks in Brussels: European Schoolnet.

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Self-Efficacy: The Exercise of Control. New York, NY: W. Greenwich, CT: Information Age; , — Confirmatory Factor Analysis for Applied Research. London: The Guilford Press. Novice teachers and how they cope. Theory Pract. Teacher education programmes and their contribution to student teacher efficacy in classroom management and pupil engagement.

Monitor Skolens digitale tilstand. Oslo: Senter for IKT i utdanningen. International Report. Cham: Springer. A theoretical and empirical investigation of teacher collaboration for school improvement and student achievement in public elementary schools. Teaching as a collective work: analysis, current research and implications for teacher education. What do we know about effects of school resources on educational results? Policy Rev.


How and why do student teachers use ICT? London: Routledge. The views of expert practitioners. Pedagogy Educ. Why do some beginning teachers leave the school, and others stay? Understanding teacher resilience through psychological lenses. Cutoff criteria for fit indexes in covariance structure analysis: conventional criteria versus new alternatives.

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The occupational commitment and intention to quit of practicing and pre-service teachers: influence of self-efficacy, job stress, and teaching context. Digital competence in Norwegian teacher education and schools. A Multidiscip. Dimensions of teacher self-efficacy and relations with strain factors, perceived collective teacher efficacy, and teacher burnout. Preparing pre-service teachers to integrate technology in education: a synthesis of qualitative evidence.

Teacher efficacy: capturing an elusive concept. The differential antecedents of self-efficacy beliefs of novice and experienced teachers. Teacher and collective efficacy beliefs as predictors of professional commitment. The use of ICT in education: a survey of schools in Europe. Support Center Support Center.

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