Please use this identifier to cite or link to this item: https://ah.nccu.edu.tw/handle/140.119/130179


Title: Developing effective knowledge-building environments through constructivist teaching beliefs and technology-integration knowledge: A survey of middle-school teachers in northern Taiwan
Authors: 洪煌堯
Hong, Huang-Yao
Lin, Pei-Yi
Lee, Yuan-Hsuan
Contributors: 教育系
Keywords: Knowledge-building;Constructivist-oriented teaching beliefs;Technology-integration
Date: 2019-12
Issue Date: 2020-06-22 10:51:24 (UTC+8)
Abstract: The creation of effective knowledge-building environments (KBEs) to help learners develop essential skills in a knowledge society has gradually been recognized as an important goal in education (see the review by Chen & Hong, 2016), but the qualities that teachers require to develop KBEs remain to be investigated. Drawing on a review of relevant literature, we hypothesized that constructivist teaching beliefs (CTBs) and technology-integration knowledge (TIK) would prove important determinants of teachers' potential to develop KBEs. The main aim of this study was to test a structural equation model encompassing teachers' CTBs and TIK, and determine whether these variables were reliable predictors of teachers' potential to develop KBEs. A convenience sample of 390 middle-school teachers was selected from northern Taiwan for this survey study. Our results allowed us to construct a path model and indicate that CTBs, which are positively mediated by TIK, facilitate teachers' potential to develop KBEs. The implications for teacher training are discussed.
Relation: Learning and Individual Differences, Vol.76
Data Type: article
DOI 連結: https://doi.org/10.1016/j.lindif.2019.101787
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