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

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dc.authorscopusid26643695200
dc.authorscopusid57205731889
dc.authorscopusid58173573000
dc.authorscopusid58167376300
dc.authorscopusid58168232300
dc.authorwosidG-1704-2012
dc.authorwosidIAF-9146-2023
dc.authorwosidHPS-1881-2023
dc.authorwosidFLT-8210-2022
dc.contributor.authorAdıgüzel, Tufan
dc.contributor.authorKaya, Mehmet Haldun
dc.contributor.authorBulut, Mehmet Akın
dc.contributor.authorMete, Sinem Emine
dc.contributor.authorNalkesen-Akın, Yeşim
dc.contributor.otherEğitim Bilimleri Fakültesi, Rehberlik ve Psikolojik Danışmanlık Bölümü
dc.date.accessioned2023-04-18T22:13:04Z
dc.date.available2023-04-18T22:13:04Z
dc.date.issued2023
dc.departmentİHÜ, Eğitim Bilimleri Fakültesi, Rehberlik ve Psikolojik Danışmanlık Bölümü
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.
dc.identifier.citationAdıgüzel, T., Kaya, M. H., Bulut, M. A., Mete, S. E. ve Nalkesen-Akın, Y. (2023). Integrating cognitive presence strategies: A professional development training for K-12 teachers. Contemporary Educational Technology, 15(2), 1-22. https://doi.org/10.30935/cedtech/12987
dc.identifier.doi10.30935/cedtech/12987
dc.identifier.issn1309-517X
dc.identifier.issue2
dc.identifier.scopus2-s2.0-85151488202
dc.identifier.scopusqualityQ1
dc.identifier.urihttps://doi.org/10.30935/cedtech/12987
dc.identifier.urihttps://hdl.handle.net/20.500.12154/2205
dc.identifier.volume15
dc.identifier.wosWOS:001105675600006
dc.identifier.wosqualityN/A
dc.indekslendigikaynakScopus
dc.indekslendigikaynakWeb of Science
dc.institutionauthorBulut, Mehmet Akın
dc.language.isoen
dc.publisherBastas
dc.relation.ispartofContemporary Educational Technology
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanı
dc.rightsinfo:eu-repo/semantics/openAccess
dc.subjectCognitive Presence
dc.subjectK-12
dc.subjectLearning Community
dc.subjectPractical Inquiry Model
dc.subjectProfessional Development
dc.titleIntegrating cognitive presence strategies: A professional development training for K-12 teachers
dc.typeArticle
dspace.entity.typePublication
relation.isAuthorOfPublication8514b19b-8eee-4ad2-83fc-24a77ab06df9
relation.isAuthorOfPublication.latestForDiscovery8514b19b-8eee-4ad2-83fc-24a77ab06df9
relation.isOrgUnitOfPublication5237ecdd-ea50-4c56-a9b2-80a402ceb7be
relation.isOrgUnitOfPublication.latestForDiscovery5237ecdd-ea50-4c56-a9b2-80a402ceb7be

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