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Professional development program to promote students’ conceptual understanding through technology-enhanced teaching: a learner-centered evaluation

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Titel: Professional development program to promote students’ conceptual understanding through technology-enhanced teaching: a learner-centered evaluation
Autoren: Susanne Digel, Jürgen Roth
Quelle: Frontiers in Psychology, Vol 16 (2025)
Verlagsinformationen: Frontiers Media S.A., 2025.
Publikationsjahr: 2025
Bestand: LCC:Psychology
Schlagwörter: technology-enhanced teaching, teacher professional development program, TPDP impact, TPDP transfer process, conceptual understanding, basic mental models, Psychology, BF1-990
Beschreibung: IntroductionThe digital transformation of schools is currently in progress; yet, the beneficial utilization of technology-enhanced teaching (TET) for students’ learning remains an intricate endeavor. Teachers report a lack of skills in integrating technology to support learning and call for teacher professional development programs (TPDPs) and best practice materials. This paper outlines the concept and evaluation design of the TPDP MaTeGnu for upper secondary schools. MaTeGnu aims to exploit the potential of technology for instructional quality to support students’ conceptual learning with a focus on basic mental models. Based on a research synthesis on influential factors of TPDPs we formulate a TPDP model to facilitate the crucial transfer process from TPDP offer to teaching and thereof discuss the alignment of the MaTeGnu design with the model.MethodsThe present study aims to evaluate the MaTeGnu TPDP concept by assessing the students’ understanding, as central objective of the project. This evaluation employs an experimental-vs.-control-group design, which involves a comparison of the utilization of basic mental models (BMM) and the conceptual understanding of students regarding the concept of derivatives in classes, where teachers participate in MaTeGnu TPDP (NEG = 151) and in other classes at the respective schools (NCG = 571).ResultsStudents from MaTeGnu teacher educator classes demonstrate significantly higher conceptual understanding [t(225) = 3.78, p
Publikationsart: article
Dateibeschreibung: electronic resource
Sprache: English
ISSN: 1664-1078
Relation: https://www.frontiersin.org/articles/10.3389/fpsyg.2025.1666808/full; https://doaj.org/toc/1664-1078
DOI: 10.3389/fpsyg.2025.1666808
Zugangs-URL: https://doaj.org/article/084f812bd84e4ad6b8a5ac8edf8283f7
Dokumentencode: edsdoj.084f812bd84e4ad6b8a5ac8edf8283f7
Datenbank: Directory of Open Access Journals
Beschreibung
Abstract:IntroductionThe digital transformation of schools is currently in progress; yet, the beneficial utilization of technology-enhanced teaching (TET) for students’ learning remains an intricate endeavor. Teachers report a lack of skills in integrating technology to support learning and call for teacher professional development programs (TPDPs) and best practice materials. This paper outlines the concept and evaluation design of the TPDP MaTeGnu for upper secondary schools. MaTeGnu aims to exploit the potential of technology for instructional quality to support students’ conceptual learning with a focus on basic mental models. Based on a research synthesis on influential factors of TPDPs we formulate a TPDP model to facilitate the crucial transfer process from TPDP offer to teaching and thereof discuss the alignment of the MaTeGnu design with the model.MethodsThe present study aims to evaluate the MaTeGnu TPDP concept by assessing the students’ understanding, as central objective of the project. This evaluation employs an experimental-vs.-control-group design, which involves a comparison of the utilization of basic mental models (BMM) and the conceptual understanding of students regarding the concept of derivatives in classes, where teachers participate in MaTeGnu TPDP (NEG = 151) and in other classes at the respective schools (NCG = 571).ResultsStudents from MaTeGnu teacher educator classes demonstrate significantly higher conceptual understanding [t(225) = 3.78, p
ISSN:16641078
DOI:10.3389/fpsyg.2025.1666808