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

Name: Integrating cognitive presence strategies: A professional development training for K-12 teachers
Author: Adıgüzel, Tufan, Kaya, M. H., Bulut, M. A., Mete, Sinem Emine, Nalkesen-Akin, Yeşim

İsim	Integrating cognitive presence strategies: A professional development training for K-12 teachers
Yazar	Adıgüzel, Tufan, Kaya, M. H., Bulut, M. A., Mete, Sinem Emine, Nalkesen-Akin, Yeşim
Basım Tarihi:	2023-04
Basım Yeri	- Bastas
Konu	Cognitive presence, K-12, Learning community, Practical inquiry model, Professional development
Tür	Süreli Yayın
Dil	İngilizce
Dijital	Evet
Yazma	Hayır
Kütüphane:	Özyeğin Üniversitesi
Demirbaş Numarası	1309-517X
Kayıt Numarası	320122d2-5619-4eb5-9271-dd1ca0c227e3
Lokasyon	Office for Learning and Teaching Enhancement
Tarih	2023-04
Örnek Metin	For 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.
DOI	10.30935/cedtech/12987
Cilt	15

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

Yazar Adıgüzel, Tufan, Kaya, M. H., Bulut, M. A., Mete, Sinem Emine, Nalkesen-Akin, Yeşim

Basım Tarihi 2023-04

Basım Yeri - Bastas

Konu Cognitive presence, K-12, Learning community, Practical inquiry model, Professional development

Tür Süreli Yayın

Dil İngilizce

Dijital Evet

Yazma Hayır

Kütüphane Özyeğin Üniversitesi

Demirbaş Numarası 1309-517X

Kayıt Numarası 320122d2-5619-4eb5-9271-dd1ca0c227e3

Lokasyon Office for Learning and Teaching Enhancement

Tarih 2023-04

Örnek Metin For 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.

DOI 10.30935/cedtech/12987

Cilt 15