Mối quan hệ giữa căng thẳng công nghệ và kiến thức nội dung sư phạm công nghệ của giáo viên tiểu học
Tóm tắt
International studies have shown that integrating technology into teaching can cause technostress for teachers. However, this issue has not received much attention in Vietnam. This paper examines the relationship between technostress and technological pedagogical content knowledge (TPACK) among primary school teachers in southern Vietnam. The study was conducted with 208 primary school teachers in this region, using two measurement scales: technostress and TPACK. The results indicate that the teachers experienced a moderate level of technostress. While some types of stress do not show a clear correlation with TPACK, stress related to technological uncertainty is positively correlated with most aspects of TPACK. This suggests that a moderate level of stress can serve as a resource, helping teachers enhance their competencies and adapt to changes in the educational environment. These findings also highlight the importance of supporting teachers in managing stress positively, thereby transforming challenges into opportunities for professional growth.
Tài liệu tham khảo
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