Lin, Xiao-Fan and Chiu, Thomas K. F. and Luo, Shucheng and Wong, Seng Yue and Hwang, Huijuan and Hwang, Sirui and Li, Wenyi and Liang, Zhong-Mei and Peng, Shiqing and Lin, Wenkai (2024) Teacher learning community for AR-integrated STEM education. Teaching and Teacher Education, 141. p. 104490. ISSN 0742-051X, DOI https://doi.org/10.1016/j.tate.2024.104490.
Full text not available from this repository.Abstract
This study used a social network analysis and a content analysis to identify 52 teachers' perceptions to investigate the mechanisms of teachers' roles and teachers' perceived support from a learning community to overcome barriers to AR-integrated STEM teaching. The findings revealed that when teachers occupy more powerful and central roles in the AR-integrated STEM teaching community, they may perceive higher-order support for overcoming the corresponding barriers to AR-integrated STEM teaching. Furthermore, this study developed a framework for promoting teachers' professional development in AR-integrated STEM teaching by clarifying the hidden role and actual support, which was rarely emphasized in past studies.
| Item Type: | Article |
|---|---|
| Funders: | National Natural Science Foundation of China (NSFC) (62007010), National Social Science Foundation for Education "Research on Mechanisms and Policies for Developing High-quality Digital Teaching Materials" (BHA230159), Philosophy and Social Science Project of Guang-dong Province (GD20CJY39) |
| Uncontrolled Keywords: | STEM teaching; Teacher learning community; Augmented reality; Perceived support |
| Subjects: | L Education > L Education (General) Q Science > QA Mathematics > QA75 Electronic computers. Computer science |
| Divisions: | Centre for Internship & Academic Enrichment (CITRA) |
| Depositing User: | Ms. Juhaida Abd Rahim |
| Date Deposited: | 08 Nov 2024 04:41 |
| Last Modified: | 08 Nov 2024 04:41 |
| URI: | http://eprints.um.edu.my/id/eprint/45666 |
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