Teaching Educational Research to Student Teachers: The Pros and Cons of Using Information and Communication Technology.
Notice bibliographique
Résumé
This study was designed to better understand the motivational impact of a compulsory Web-based course, Introduction to Educational Research, on student teachers' enrollment in a four-year teacher education program in a Quebec, Canada university. The hypothesis was that this course, which promoted self-determination, feelings of competence, and affiliation, would have a positive impact on student motivation. Results from quantitative and qualitative data on nine groups of student teachers taking the course indicated that the course had a positive impact on students' motivation to learn. However, the results also suggested that all students may not be ready to handle such autonomy or self-determination, and that the gap between the university classroom and the virtual classroom is substantial and often difficult to bridge. The gap was particularly evident in light of the significant decrease in students' motivation after only 4 weeks of the course. Despite obstacles, the results noted advantages of integrating information and communications technology into teacher education programs (e.g., greater autonomy, more access to information and knowledge, increased motivation to learn, and improved and more frequent communication among educators and learners, among learners themselves, and among educators) . (Contains 43 references.) (SM) Reproductions supplied by EDRS are the best that can be made from the original document. Teaching Educational Research to Student Teachers : The Pros and Cons of Using Information and Communication Technology Thierry Karsenti, Universite de Montreal Gilles Thibert, Universite du Quebec a Montreal DRAFT PLEASE, DO NOT QUOTE ABSTRACT The goal of this research is to better understand the motivational impact of the implementation of a compulsory Web-based course (Introduction to Educational Research) on student-teachers enrolled in a four-year teacher education program (n = 429) in a Quebec (Canada) university. Our starting hypothesis was that this course (Introduction to Educational Research), with its nature promoting self-determination, feelings of competence and affiliation, would have a positive impact on the motivation of the students. The results presented are drawn from both quantitative and qualitative data analysis.The goal of this research is to better understand the motivational impact of the implementation of a compulsory Web-based course (Introduction to Educational Research) on student-teachers enrolled in a four-year teacher education program (n = 429) in a Quebec (Canada) university. Our starting hypothesis was that this course (Introduction to Educational Research), with its nature promoting self-determination, feelings of competence and affiliation, would have a positive impact on the motivation of the students. The results presented are drawn from both quantitative and qualitative data analysis.
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Comment cette classification a été obtenuedéplier
Prédiction machine sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Le volet Gemma est une étiquette directe du modèle pour chaque travail de la base, lue sur la notice réduite au titre. Le volet Codex est un classifieur appris des 10 348 étiquettes directes de Codex et calibré sur les taux pondérés de l'échantillon; les champs sans appui suffisant ne portent aucun appel Codex. Le mode candidate est l'union des deux volets; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont pas des étiquettes humaines.
Scores du classifieur distillé par catégorie (deux têtes)
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,093 | 0,171 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,001 |
| Méta-épidémiologie (sens large) | 0,000 | 0,000 |
| Bibliométrie | 0,002 | 0,002 |
| Études des sciences et des technologies | 0,006 | 0,023 |
| Communication savante | 0,016 | 0,005 |
| Science ouverte | 0,001 | 0,006 |
| Intégrité de la recherche | 0,003 | 0,004 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,001 | 0,000 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
machine, non validéePrédiction automatique; un appel candidat d’une seule source (Gemma direct ou Codex distillé), pas un consensus.
Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».