首页> 外文期刊>Computers & education >Teachers' pedagogical change mechanism - Pattern of structural relations between teachers' pedagogical characteristics and teachers' perceptions of transactional distance (TTD) in different teaching environments
【24h】

Teachers' pedagogical change mechanism - Pattern of structural relations between teachers' pedagogical characteristics and teachers' perceptions of transactional distance (TTD) in different teaching environments

机译:教师的教学变革机制-不同教学环境下教师的教学特征与教师对交易距离的理解之间的结构关系模式

获取原文
获取原文并翻译 | 示例

摘要

In this study we examined how the variables: teaching autonomy, teaching goals teaching style and teachers' perceptions of transactional distance (TTD) work together within the pedagogical decision-making process in different teaching environments. The independent variable was the teaching environment, which was divided into three: entirely distance environment (Distance-E); blended distance environment (Distance-B); and the traditional environment (Traditional). The dependent variables were teaching autonomy, teaching goals, teaching style and TTD, i.e. teachers' evaluation of their ability to communicate with the students, explain the content and their satisfaction from the teaching environment. One hundred and sixty faculty members who teach in distance environments and one hundred and sixty faculty members who teach in a traditional environment answered a five-part study questionnaire. The finding indicated that teaching autonomy, teaching goal and teaching style are significant predictors of TTD. Furthermore, teaching style serves as a mediator variable connecting teaching autonomy and the teaching goal to the TTD. This pattern was repeated in both structural and measurement models in all three teaching environments, indicating the centrality of the teaching style as well as teaching goal and teaching autonomy in the teachers' pedagogical decision-making process and teaching outputs. We concluded that affecting the teachers' pedagogical characteristics, which serve as mechanisms that influence the results of teaching, is an important component in the process of the technological change in 21st century education.
机译:在这项研究中,我们研究了变量:教学自主性,教学目标教学风格和教师对交易距离的理解(TTD)在不同教学环境中的教学决策过程中如何协同工作。自变量是教学环境,分为三个部分:完全距离环境(Distance-E);混合距离环境(距离B);和传统环境(传统)。因变量包括教学自主性,教学目标,教学风格和TTD,即教师对他们与学生交流,解释内容和对教学环境的满意度的评估。在远距离环境中教学的一百六十名教职员工和在传统环境中教学的一百六十名教职员工回答了由五部分组成的研究问卷。研究结果表明,教学自主性,教学目标和教学风格是TTD的重要预测指标。此外,教学风格是将教学自主性和教学目标与TTD相联系的中介变量。在所有三个教学环境中,在结构模型和测量模型中都重复了这种模式,这表明了教学风格的中心性,以及在教师的教学决策过程和教学成果中教学目标和教学自主性的重要性。我们得出的结论是,影响教师的教学特征,这是影响教学结果的机制,是21世纪教育技术变革过程中的重要组成部分。

著录项

相似文献

  • 外文文献
  • 中文文献
  • 专利
获取原文

客服邮箱:kefu@zhangqiaokeyan.com

京公网安备:11010802029741号 ICP备案号:京ICP备15016152号-6 六维联合信息科技 (北京) 有限公司©版权所有
  • 客服微信

  • 服务号