Affiliation:
1. National Research University Higher School of Economics
2. Moscow State Institute of International Relations
Abstract
<p>This article examines the change in teachers' beliefs regarding new educational outcomes and new forms of using digital tools. For six months, 18 teachers developed and conducted lessons that form students' critical and creative thinking. At the same time, ICT tools were used not only by the teacher, but, most importantly, by students themselves. The intervention took place within the framework of the ‘action research’ approach, where the author acted as an organizer and a facilitator of the process. All teachers received preliminary training and were involved in the action research. As a result, it was revealed that the change of beliefs occurs during the transformation of practice, considering the fact that teachers were in exploratory, reflexive position regarding their own activities. That is, the condition for changing teachers' perceptions was a continuous personal experience of using, testing new tools in a professional context and reflecting on new practices.</p>
Publisher
Moscow State University of Psychology and Education
Subject
Developmental and Educational Psychology,Education,Social Psychology,Psychology (miscellaneous)
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