Отношение между владением технологическим педагогическим контент-знанием и самоуважением: путь к укреплению профессиональной приверженности учителей

Концепция технологического педагогического контент-знания (ТПКЗ) служит важной основой для понимания способности учителей интегрировать технологии в современное образование. В то время как многочисленные исследования подчеркивают роль ТПКЗ в повышении уверенности учителей и их возможностей ориентироваться в цифровом образовании и сложных педагогических требованиях, эмпирических данных о его воздействии на профессиональную приверженность учителей (ППУ) остается немного, особенно в развивающихся странах, таких как Вьетнам. Цель. В данном исследовании рассматривалась связь между ТПКЗ и ППУ, уделяя особое внимание посреднической роли профессиональной самооценки учителя (ПСУ). Методы и материалы. Проведено поперечное исследование, в котором участвовали 413 вьетнамских школьных учителей. Результаты. Результаты анализа с помощью метода моделирования структурных уравнений (SEM) показали, что ТПКЗ положительно влияет на ППУ, при этом ПСУ выступает в роли полного посредника в этой связи. Выводы. Полученные результаты позволяют предположить, что развитие ТПКЗ у вьетнамских учителей в условиях цифровой трансформации образования может помочь им остаться в профессии. Кроме того, повышение профессиональной самооценки может усилить эффективность программ по развитию ТПКЗ.

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