As part of the ILLUMINE project, the partnership is conducting research studies to explore the current situation in different countries (Spain, Estonia, Serbia and Portugal) and learning contexts (including those working with disadvantaged students). The research involves looking into obstacles preventing teachers from aligning their teaching practices with principles of learning from cognitive science, using data to improve their teaching, and sharing their uses of evidence-based practices.
Researcher Merike Saar from the School of Digital Technologies at Tallinn University, which is a partner in the ILLUMINE project, presented a paper in the Conference ‘Empirical studies in Psychology’ organized by the Faculty of Philosophy at the University of Belgrade. The paper entitled ‘Teachers’ motivation and skills for technology use in teacher inquiries’ addresses the first findings from the ILLUMINE surveys and focus groups implemented in Estonia. The study exposes that even when teachers want to learn from teacher inquiry practices, they find it difficult to formulate inquiry questions.
Researcher Nataša Simić from the Faculty of Philosophy in Belgrade University, another partner in the ILLUMINE project, presented a paper in the same conference in collaboration with Jovan Mihojević and Dunja Parežanin, also from the Faculty of Philosophy in Belgrade University. The paper entitled ‘How often do teachers use digital technologies in their work? - The role of self-confidence and technological-pedagogical knowledge’ makes use of the results of the ILLUMINE survey in Serbia and indicates that teachers use digital technologies relatively often and mainly to motivate students and evoke positive emotions while they are learning. Additionally, the study finds that the frequent use of digital technologies is positively correlated with both self-confidence in using digital technologies and technological pedagogical knowledge.
Professor Jelena Vranješević also from the Faculty of Philosophy in Belgrade University and a partner in the ILLUMINE project, presented a paper in the same conference in collaboration with Milica Damnjanović and Kristina Mojović Zdravković. The paper entitled ‘Learning strategies during covid-19 pandemic: how well do they predict school achievement and how they differ in classroom and remote-learning situation?’ makes use from the results of the ILLUMINE survey in Serbia and finds that secondary high-school students report better attention and concentration during learning, a better understanding of the learned material, a better organization of classes, as well as a greater engagement and greater effort during learning activities in a traditional classroom teaching setting, comparing to a remote learning context.
The papers can be fully accessed here:
http://empirijskaistrazivanja.org/wp-content/uploads/2022/12/ZBORNIK_FINAL3.pdf
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For further information, please contact the project coordinator marc.beardsley@upf.edu
