Exploring the Potential of Self-Assessment for Teachers' Development of ICT Competencies and Beliefs

被引：0

作者：

Abbiati, Giovanni ^{[1
]}

Azzolini, Davide ^{[2
]}

Piazzalunga, Daniela ^{[3
]}

Balanskat, Anja ^{[4
]}

Engelhardt, Katja ^{[4
]}

Rettore, Enrico ^{[5
]}

Wastiau, Patricia ^{[4
]}

机构：

[1] Univ Brescia, Brescia, Italy

[2] FBK IRVAPP, Trento, Italy

[3] Univ Trento, Trento, Italy

[4] European Schoolnet, Brussels, Belgium

[5] Univ Padua, Padua, Italy

来源：

EDUCATIONAL EVALUATION AND POLICY ANALYSIS | 2025年

关键词：

ICT; technology-enhanced teaching; self-assessed competencies; experimental design; teaching practices; PEDAGOGICAL CONTENT KNOWLEDGE; EDUCATIONAL-TECHNOLOGY; ACHIEVEMENT; INFORMATION;

D O I：

10.3102/01623737241310449

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

We evaluate the effects of an online self-assessment tool on teachers' competencies and beliefs about information and communication technologies (ICTs) in education. The causal impact of the tool is evaluated through a randomized encouragement design involving 7,391 lower secondary teachers across 11 European countries. Short-run impact estimates show that the use of the tool led teachers to critically revise their technology-enhanced teaching competencies (-0.14 standard deviations [SD]) and their beliefs about the use of ICT in education (-0.35 SD), while no impact on teachers' ICT training is found. The effects are concentrated among teachers in the top-end tail of the distribution of pre-treatment outcomes. We provide suggestive evidence that the feedback score provided by the tool triggered such results by providing a negative information shock.

引用

页数：26

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