Teacher learning community for AR-integrated STEM education
Document Type
Article
Publication Date
4-1-2024
Abstract
This study used a social network analysis and a content analysis to identify 52 teachers' perceptions to investigate the mechanisms of teachers' roles and teachers' perceived support from a learning community to overcome barriers to AR-integrated STEM teaching. The findings revealed that when teachers occupy more powerful and central roles in the AR-integrated STEM teaching community, they may perceive higher-order support for overcoming the corresponding barriers to AR-integrated STEM teaching. Furthermore, this study developed a framework for promoting teachers' professional development in AR-integrated STEM teaching by clarifying the hidden role and actual support, which was rarely emphasized in past studies.
Keywords
STEM teaching, Teacher learning community, Augmented reality, Perceived support
Divisions
intern
Funders
National Natural Science Foundation of China (NSFC) (62007010),National Social Science Foundation for Education "Research on Mechanisms and Policies for Developing High-quality Digital Teaching Materials" (BHA230159),Philosophy and Social Science Project of Guang-dong Province (GD20CJY39)
Publication Title
Teaching and Teacher Education
Volume
141
Publisher
Elsevier
Publisher Location
THE BOULEVARD, LANGFORD LANE, KIDLINGTON, OXFORD OX5 1GB, ENGLAND