Publication:
Integrating cognitive presence strategies: A professional development training for K-12 teachers

dc.contributor.authorAdıgüzel, Tufan
dc.contributor.authorKaya, M. H.
dc.contributor.authorBulut, M. A.
dc.contributor.authorMete, Sinem Emine
dc.contributor.authorNalkesen-Akin, Yeşim
dc.contributor.departmentOffice for Learning and Teaching Enhancement
dc.contributor.ozuauthorADIGÜZEL, Tufan
dc.contributor.ozuauthorMETE, Sinem Emine
dc.contributor.ozuauthorNALKESEN-AKIN, Yeşim
dc.date.accessioned2024-01-24T08:49:19Z
dc.date.available2024-01-24T08:49:19Z
dc.date.issued2023-04
dc.description.abstractFor K-12 teachers to improve effective teaching skills, cognitive presence (CP) integration into teaching and learning process is of utmost value. CP strategy training can serve as a facilitating component in supporting K-12 teachers’ instructional capacity. This study presents findings of a teacher professional development training aiming CP strategy implementation at K-12 level. Following a mixed-method methodology, the present research was carried out with 53 teachers from four different campuses and grade levels, who were guided to implement CP strategies in their teaching context. The data sources were CP-integrated lesson plans, trainers’ feedback on these lesson plans, teacher responses on a questionnaire. The data collection methods were utilizing an end-of-the-training questionnaire directed to teachers, lesson plan evaluation through a CP rubric, content analysis of trainer feedback on lesson plans and revised lesson plans. Results unveiled that this professional development training designed and implemented for K-12 teachers led to significantly positive changes in teachers’ CP strategy integration into lesson plans regardless of levels, subjects or topics. This study could also provide important contributions to designing teacher professional development training for researchers, practitioners and teacher trainers, particularly in CP dimension.en_US
dc.description.versionPublisher versionen_US
dc.identifier.doi10.30935/cedtech/12987en_US
dc.identifier.issn1309-517Xen_US
dc.identifier.issue2en_US
dc.identifier.scopus2-s2.0-85151488202
dc.identifier.urihttp://hdl.handle.net/10679/9084
dc.identifier.urihttps://doi.org/10.30935/cedtech/12987
dc.identifier.volume15en_US
dc.identifier.wos001105675600006
dc.language.isoengen_US
dc.peerreviewedyesen_US
dc.publicationstatusPublisheden_US
dc.publisherBastasen_US
dc.relation.ispartofContemporary Educational Technology
dc.relation.publicationcategoryInternational Refereed Journal
dc.rightsinfo:eu-repo/semantics/openAccess
dc.rightsAttribution 4.0 International
dc.rights.urihttps://creativecommons.org/licenses/by/4.0/
dc.subject.keywordsCognitive presenceen_US
dc.subject.keywordsK-12en_US
dc.subject.keywordsLearning communityen_US
dc.subject.keywordsPractical inquiry modelen_US
dc.subject.keywordsProfessional developmenten_US
dc.titleIntegrating cognitive presence strategies: A professional development training for K-12 teachersen_US
dc.typeArticleen_US
dspace.entity.typePublication
relation.isOrgUnitOfPublication18e1b9e6-1d5e-43be-a1f7-163be12dbea7
relation.isOrgUnitOfPublication.latestForDiscovery18e1b9e6-1d5e-43be-a1f7-163be12dbea7

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