Teacher's In-Service Training in Geographic Information System (GIS) and Different Integration Behaviors in Lectures

Kód výsledku v IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F61989592%3A15210%2F15%3A33155194" target="_blank" >RIV/61989592:15210/15:33155194 - isvavai.cz</a>

Výsledek na webu

<a href="http://dx.doi.org/10.4458/5196-04" target="_blank" >http://dx.doi.org/10.4458/5196-04</a>

DOI - Digital Object Identifier

<a href="http://dx.doi.org/10.4458/5196-04" target="_blank" >10.4458/5196-04</a>

Jazyk výsledku

angličtina

Název v původním jazyce

Teacher's In-Service Training in Geographic Information System (GIS) and Different Integration Behaviors in Lectures

Popis výsledku v původním jazyce

This project explores whether and how in-service training for Taiwan's secondary school geography teachers has affected their adoption of geographic information system (GIS) in lectures. According to our survey analysis, active GIS adopters show a greater propensity for teaching about and with GIS. It does not matter whether GIS is mandatory in certain lectures; the active adopter would choose to use it for teaching. Passive adopters would teach about and with GIS only in lectures for which its use is mandatory. Compared with the other types, laggards are less likely to use GIS. The success of in-service training does not lie in its offering of GIS skills and knowledge. What is more important is that the training has been designed to cultivate teachers' GIS technological pedagogical content knowledge (TPACK) that makes teachers ready to use GIS in their lectures.

Název v anglickém jazyce

Teacher's In-Service Training in Geographic Information System (GIS) and Different Integration Behaviors in Lectures

Popis výsledku anglicky

This project explores whether and how in-service training for Taiwan's secondary school geography teachers has affected their adoption of geographic information system (GIS) in lectures. According to our survey analysis, active GIS adopters show a greater propensity for teaching about and with GIS. It does not matter whether GIS is mandatory in certain lectures; the active adopter would choose to use it for teaching. Passive adopters would teach about and with GIS only in lectures for which its use is mandatory. Compared with the other types, laggards are less likely to use GIS. The success of in-service training does not lie in its offering of GIS skills and knowledge. What is more important is that the training has been designed to cultivate teachers' GIS technological pedagogical content knowledge (TPACK) that makes teachers ready to use GIS in their lectures.

Druh

J_x - Nezařazeno - Článek v odborném periodiku (Jimp, Jsc a Jost)

CEP obor

AD - Politologie a politické vědy

OECD FORD obor

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Projekt

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Návaznosti

I - Institucionalni podpora na dlouhodoby koncepcni rozvoj vyzkumne organizace

Rok uplatnění

2015

Kód důvěrnosti údajů

S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů

Název periodika

Journal of Research and Didactics in Geography (J-READING)

ISSN

2281-5694

e-ISSN

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Svazek periodika

1

Číslo periodika v rámci svazku

NA

Stát vydavatele periodika

GB - Spojené království Velké Británie a Severního Irska

Počet stran výsledku

13

Strana od-do

29-41

Kód UT WoS článku

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EID výsledku v databázi Scopus

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