ABSTRACT
The global COVID-19 pandemic has created the urgent need for online instruction throughout all levels, including teacher professional development. As we move beyond the survival phase of remote teacher professional development, it is critical to well understand teacher acceptance and continued use of online professional development. Digital literacy and social presence (SP) have been widely studied to understand online teaching and learning process. However, there is a dearth of studies that examine the impact of digital literacy and SP on the acceptance of online teacher professional development (OTPD). This study aimed to examine if digital literacy and SP affected secondary school teachers’ acceptance and continued use of OTPD. A quantitative method was employed with two hundred and thirty-two Indonesian secondary school teachers completed a 48-item questionnaire based on an extended technology acceptance model and teacher digital literacy framework. Data were analyzed by structural equation modeling. The findings showed that digital literacy and SP significantly affected teachers’ acceptance of OTPD. Therefore, this study suggests that the proposed model is valid to explain teachers’ engagement in OTPD. The results have implications for educational leaders, designers, and facilitators who want to promote online professional development. © 2022 by authors.
ABSTRACT
The integration of STEM education has been promoted to improve the quality of education in the 21st century, with its usage leading to emphasis on the factors influencing the intentions of preservice teachers. Therefore, this study aims to determine the factors influencing preservice teachers' intentions, as well as the effects of gender and age on the implementation of STEM education. The Theory of Planned Behavior (TPB) was adopted to predict the relationship between knowledge, social influence, attitude, perceived usefulness, control, and behavioral intention (BI) of using STEM education among preservice secondary school teachers. A total of 30 item questionnaires on behavioral intentions were distributed to 201 respondents, with data being analyzed using the Structural Equation Model (SEM). The results showed that perceived usefulness had a positive significance, and a relationship with the attitudes of preservice teachers toward STEM education. Habit had a positive significance in influencing teachers' behavioral intentions and implementation. Subjective norms did not have a significant correlation with BI and implementation. These results are recommended for providing solutions to analytical problems, and to successfully improve future learning through an educational approach.
ABSTRACT
COVID-19 pandemic has changed many aspects of our everyday life, including education. Schools and universities are closed, so that teaching and learning activities must be modified from traditional face-to-face to online learning. Also, professional development programs are affected. However, online program does not always run smoothly and the participants may encounter some challenges. This study investigates the challenges experienced by mathematics teachers in online workshops on Realistic Mathematics Education. This qualitative research involved 11 mathematics teachers in Banda Aceh, Indonesia, joined the online workshop voluntarily. The instrument used in this study was an interview sheet. The results of the interview regarding the challenges during the online workshop showed four categories of challenges: technical issues, facilities, cooperation between groups, and collaboration with facilitators. The finding of the study is expected to provide insight on how to improve future online workshop.