2024
2.
Code, J, Moylan, R, Forde, K, Ralph, R
Teachers' sense of efficacy during a time of crisis Journal Article
In: Canadian Journal of Science, Mathematics and Technology Education, vol. 23, pp. 538–558, 2024.
Abstract | BibTeX | Altmetric | Tags: Media & Technology in Education, Pandemic Transformed Pedagogy, teacher education, technology education | Links:
@article{Code2023,
title = {Teachers' sense of efficacy during a time of crisis},
author = {J Code and R Moylan and K Forde and R Ralph},
doi = {https://doi.org/10.1007/s42330-023-00291-0 },
year = {2024},
date = {2024-01-01},
urldate = {2024-01-01},
journal = {Canadian Journal of Science, Mathematics and Technology Education},
volume = {23},
pages = {538\textendash558},
abstract = {Technology education (TE) has the creating, making, and doing aspects of human activity at its foundation. This article presents a comparison of the teaching sense of efficacy (TSE) of practicing TE teachers and teacher candidates (TC) during a forced switch to emergency remote teaching (ERT). In Phase 1, the switch to ERT had a significantly negative effect on TE teachers (N = 42; r = -.60). In Phase 2, TE TCs (N = 16) were similarly affected (r = -.53). Results of a two-way mixed ANOVA in Phase 3 suggest that ERT had a greater negative impact on practicing TE teachers’ TSE for student engagement (partial eta squared = .11) and classroom management (partial eta squared = .19) than it did on TE TCs’ TSE. As novice teachers tend to draw more from contextual factors than mastery experiences, this research suggests that experienced teachers were at a greater loss due to the pandemic than TCs. },
keywords = {Media \& Technology in Education, Pandemic Transformed Pedagogy, teacher education, technology education},
pubstate = {published},
tppubtype = {article}
}
Technology education (TE) has the creating, making, and doing aspects of human activity at its foundation. This article presents a comparison of the teaching sense of efficacy (TSE) of practicing TE teachers and teacher candidates (TC) during a forced switch to emergency remote teaching (ERT). In Phase 1, the switch to ERT had a significantly negative effect on TE teachers (N = 42; r = -.60). In Phase 2, TE TCs (N = 16) were similarly affected (r = -.53). Results of a two-way mixed ANOVA in Phase 3 suggest that ERT had a greater negative impact on practicing TE teachers’ TSE for student engagement (partial eta squared = .11) and classroom management (partial eta squared = .19) than it did on TE TCs’ TSE. As novice teachers tend to draw more from contextual factors than mastery experiences, this research suggests that experienced teachers were at a greater loss due to the pandemic than TCs.
2022
1.
Code, J, Ralph, R, Forde, K
A disorienting dilemma: Teaching and learning in technology education during a time of crisis Journal Article
In: Canadian Journal of Science, Mathematics and Technology Education, 2022.
Abstract | BibTeX | Altmetric | Tags: 21st century learning, disorienting dilemma, ERT, Media & Technology in Education, Mezirow, online learning, pandemic pedagogy, Pandemic Transformed Pedagogy, self-efficacy, technology education | Links:
@article{Code2022,
title = {A disorienting dilemma: Teaching and learning in technology education during a time of crisis},
author = {J Code and R Ralph and K Forde},
doi = {10.1007/s42330-022-00191-9},
year = {2022},
date = {2022-01-21},
urldate = {2022-01-21},
journal = {Canadian Journal of Science, Mathematics and Technology Education},
abstract = {The way individuals interpret and reinterpret their experience is central to meaning-making and to teaching learning. Grounded in Mezirow’s Transformative Learning Theory, this research explores whether pandemic-related emergency remote teaching manifested in a disorienting dilemma for technology educators. Educators negotiated curricular outcomes between physical aspects of making and doing and design and creative problem solving resulting in a pandemic transformed pedagogy. Thematic analysis revealed that making and doing was severely challenged due to decreased communication, student motivation and engagement. However, most concerning to educators was the heightened disparity in equity and access in their most vulnerable and at-risk students. },
keywords = {21st century learning, disorienting dilemma, ERT, Media \& Technology in Education, Mezirow, online learning, pandemic pedagogy, Pandemic Transformed Pedagogy, self-efficacy, technology education},
pubstate = {published},
tppubtype = {article}
}
The way individuals interpret and reinterpret their experience is central to meaning-making and to teaching learning. Grounded in Mezirow’s Transformative Learning Theory, this research explores whether pandemic-related emergency remote teaching manifested in a disorienting dilemma for technology educators. Educators negotiated curricular outcomes between physical aspects of making and doing and design and creative problem solving resulting in a pandemic transformed pedagogy. Thematic analysis revealed that making and doing was severely challenged due to decreased communication, student motivation and engagement. However, most concerning to educators was the heightened disparity in equity and access in their most vulnerable and at-risk students.
