Effects of web‐based training on Spanish pre‐service and in‐service teacher knowledge and implicit beliefs on learning to write.
The present study evaluated the effects of web‐based training on Spanish pre‐service and in‐service teacher knowledge and implicit beliefs on learning to write. A sample of pre‐service teachers and in‐service teachers from Mexico, Guatemala, Ecuador, Colombia, and Spain participated in the online co...
| Publicado en: | Journal of Computer Assisted Learning Vol. 37; no. 1; pp. 197 - 212 |
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| Autores principales: | , , , |
| Formato: | clinical trial research tables/charts Journal Article |
| Publicado: |
Wiley-Blackwell
Feb2021
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=148185158&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 148185158 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 02664909 6M1 jtl: Journal of Computer Assisted Learning issn: 02664909 maglogo: Y pubinfo: dt: Feb2021 vid: 37 iid: 1 pid: 480 pub: Wiley-Blackwell place: Malden, Massachusetts artinfo: ui: 148185158 145781965 148185158 148185158 10.1111/jcal.12479 148185158 ppf: 197 ppct: 15 formats: tig: atl: Effects of web‐based training on Spanish pre‐service and in‐service teacher knowledge and implicit beliefs on learning to write. aug: au: Jiménez, Juan E. Seoane, Rocío C. García, Eduardo León, Sara C. affil: Department of Educational and Developmental Psychology, Universidad de La Laguna, The Canary Islands, Spain sug: subj: Computer-Assisted Instruction Online Education Teaching Methods Education Handwriting Education Spelling Education Teachers Education Outcomes of Education Evaluation Professional Knowledge Evaluation Professional Development Human Mexico Guatemala Ecuador Colombia Spain Pretest-Posttest Design Clinical Trials Learning Methods Program Evaluation Faculty Attitudes Questionnaires Data Analysis Software Descriptive Statistics Funding Source ab: The present study evaluated the effects of web‐based training on Spanish pre‐service and in‐service teacher knowledge and implicit beliefs on learning to write. A sample of pre‐service teachers and in‐service teachers from Mexico, Guatemala, Ecuador, Colombia, and Spain participated in the online course. Findings suggest that teachers may improve their knowledge of transcription skills (i.e., handwriting/typing, spelling), text production, and strategies for composing as necessary components of quality writing instruction. Effects were also found on the teachers' implicit beliefs. Finally, both pre‐service and in‐service teachers positively rated the online course received. Lay Description: What is currently known about the subject: Teaching children how to write demands a high degree of specialization.The benefits of web‐based training to professional development have been well‐documented in the literature.Preparing of pre‐service and in‐service teachers through an online context is limited in the field of writing.Teachers' knowledge, satisfaction, and beliefs have been commonly used as outcome measures to define high‐quality e‐learning instruction. What this paper adds: A Spanish web‐based training was developed to improve professional development in writing instruction.The Trazo web‐based training changed teacher's beliefs about learning to write.Teachers learned more about the essential component of the writing process.Teachers' rating of the training and support website was highly positive. Implications for practitioners: Web‐based training allows teachers to learn at their own pace.Teachers can improve their knowledge from virtually at any geographic location with an Internet connection.The Trazo web‐based training offers research‐based knowledge to Spanish‐speaking teachers. pubtype: Academic Journal doctype: clinical trial research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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