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- Publisher Website: 10.1016/j.compedu.2023.104725
- Scopus: eid_2-s2.0-85145780554
- WOS: WOS:000919177400001
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Article: Promoting preservice teachers’ psychological and pedagogical competencies for online learning and teaching: The T.E.A.C.H. program
Title | Promoting preservice teachers’ psychological and pedagogical competencies for online learning and teaching: The T.E.A.C.H. program |
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Authors | |
Keywords | Online learning and teaching Preservice teachers Psychological competencies Teacher professional development Training program |
Issue Date | 2023 |
Citation | Computers and Education, 2023, v. 195, article no. 104725 How to Cite? |
Abstract | During the widespread COVID-19 pandemic, face-to-face teaching was not viable because many schools were forced to close as a preventive measure. Educators abruptly shifted to online classes without sufficient time and resources to prepare for such an enormous transition. Although shifting from traditional face-to-face format to modern e-learning approach ensured that students could be educated outside of the classroom, its impact on the quality of learning and teaching (L&T) can be mixed. This study aims to address the knowledge gap in conventional teacher training by developing a web-based program called T.E.A.C.H. to enhance preservice teachers' psychological and pedagogical competencies for conducting online L&T. The program consisted of five modules, each focused on one dimension of psychological competence (creativity, curiosity, love of learning, judgment, and perspective) and applied to the ‘three foci’ for online L&T (attendance and participation, engagement, and assessment). Adopting a quasi-experimental design with matched sampling, a total of 314 preservice teachers were allocated into the intervention or control group. The intervention group was given access to the web-based program to receive training materials, learn about the content, and take part in the online L&T exercises. Program effectiveness was evaluated using pretest and posttest questionnaires, a teaching design task, short quizzes, and a program quality assessment. The results showed that the T.E.A.C.H. program was effective in promoting preservice teachers' psychological competencies, positive attitudes toward online L&T, self-efficacy to teach in an online format, intentions to use technology for L&T, and online pedagogical skills. The successful implementation of T.E.A.C.H. encourages school leaders, teachers, and teacher professional development providers to utilize this web-based program to enhance online teaching practices. |
Persistent Identifier | http://hdl.handle.net/10722/329909 |
ISSN | 2023 Impact Factor: 8.9 2023 SCImago Journal Rankings: 3.651 |
ISI Accession Number ID |
DC Field | Value | Language |
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dc.contributor.author | Ho, Henry C.Y. | - |
dc.contributor.author | Poon, Kai Tak | - |
dc.contributor.author | Chan, Kevin Ka Shing | - |
dc.contributor.author | Cheung, Sum Kwing | - |
dc.contributor.author | Datu, Jesus Alfonso Daep | - |
dc.contributor.author | Tse, Choi Yeung Andy | - |
dc.date.accessioned | 2023-08-09T03:36:22Z | - |
dc.date.available | 2023-08-09T03:36:22Z | - |
dc.date.issued | 2023 | - |
dc.identifier.citation | Computers and Education, 2023, v. 195, article no. 104725 | - |
dc.identifier.issn | 0360-1315 | - |
dc.identifier.uri | http://hdl.handle.net/10722/329909 | - |
dc.description.abstract | During the widespread COVID-19 pandemic, face-to-face teaching was not viable because many schools were forced to close as a preventive measure. Educators abruptly shifted to online classes without sufficient time and resources to prepare for such an enormous transition. Although shifting from traditional face-to-face format to modern e-learning approach ensured that students could be educated outside of the classroom, its impact on the quality of learning and teaching (L&T) can be mixed. This study aims to address the knowledge gap in conventional teacher training by developing a web-based program called T.E.A.C.H. to enhance preservice teachers' psychological and pedagogical competencies for conducting online L&T. The program consisted of five modules, each focused on one dimension of psychological competence (creativity, curiosity, love of learning, judgment, and perspective) and applied to the ‘three foci’ for online L&T (attendance and participation, engagement, and assessment). Adopting a quasi-experimental design with matched sampling, a total of 314 preservice teachers were allocated into the intervention or control group. The intervention group was given access to the web-based program to receive training materials, learn about the content, and take part in the online L&T exercises. Program effectiveness was evaluated using pretest and posttest questionnaires, a teaching design task, short quizzes, and a program quality assessment. The results showed that the T.E.A.C.H. program was effective in promoting preservice teachers' psychological competencies, positive attitudes toward online L&T, self-efficacy to teach in an online format, intentions to use technology for L&T, and online pedagogical skills. The successful implementation of T.E.A.C.H. encourages school leaders, teachers, and teacher professional development providers to utilize this web-based program to enhance online teaching practices. | - |
dc.language | eng | - |
dc.relation.ispartof | Computers and Education | - |
dc.subject | Online learning and teaching | - |
dc.subject | Preservice teachers | - |
dc.subject | Psychological competencies | - |
dc.subject | Teacher professional development | - |
dc.subject | Training program | - |
dc.title | Promoting preservice teachers’ psychological and pedagogical competencies for online learning and teaching: The T.E.A.C.H. program | - |
dc.type | Article | - |
dc.description.nature | link_to_subscribed_fulltext | - |
dc.identifier.doi | 10.1016/j.compedu.2023.104725 | - |
dc.identifier.scopus | eid_2-s2.0-85145780554 | - |
dc.identifier.volume | 195 | - |
dc.identifier.spage | article no. 104725 | - |
dc.identifier.epage | article no. 104725 | - |
dc.identifier.isi | WOS:000919177400001 | - |