Wang Yang
School of Education Science, Nanjing Normal University, #1 Wenyuan Road, Nanjing, Jiangsu 210046 China.
Educ Inf Technol (Dordr). 2023;28(6):6391-6405. doi: 10.1007/s10639-022-11442-5. Epub 2022 Nov 14.
Online learning emerged as a solution to continue with teaching and learning during the Coronavirus (COVID-19) pandemic. Nonetheless, teaching online consumes considerable time and put pressure on teachers' daily lives. Thus, the internal mechanism of preservice teachers' intention to teach online is analyzed in this study. Specifically, this study analyzed preservice teachers' intention to teach online in China and America to illuminate the internal mechanism of teachers' intention to teach online in different cultural backgrounds. One hundred seventy-six Chinese preservice teachers and two hundred forty-one American preservice teachers participated in this study. The confirmatory factor analysis supported that the Intention to Teach Online Scale was reliable in three constructs: online teaching attitude, perceived control, and subjective norm. The result demonstrates that there is a significant difference between Chinese and American preservice teachers' intention to teach online in the online teaching attitude and perceived control. In addition, it is supported that there is a significant difference between the effects of Chinese and American preservice teachers' teaching attitude, perceived control, and subjective norm on their intention to teach online. Moreover, there is a difference in the relationships among Chinese and American teachers' online teaching attitudes, perceived control, and subjective norm. The preservice teachers' demographic features can be factors that caused this difference. Research and practice implications of this study are proposed.
在线学习作为在冠状病毒（COVID-19）大流行期间继续教学的一种解决方案而出现。尽管如此，在线教学消耗了大量时间，并给教师的日常生活带来了压力。因此，本研究分析了职前教师在线教学意愿的内在机制。具体而言，本研究分析了中国和美国职前教师的在线教学意愿，以阐明不同文化背景下教师在线教学意愿的内在机制。176名中国职前教师和241名美国职前教师参与了本研究。验证性因素分析支持在线教学意愿量表在在线教学态度、感知控制和主观规范这三个构念上是可靠的。结果表明，中美职前教师在在线教学态度和感知控制方面的在线教学意愿存在显著差异。此外，研究支持中美职前教师的教学态度、感知控制和主观规范对其在线教学意愿的影响存在显著差异。而且，中美教师的在线教学态度、感知控制和主观规范之间的关系也存在差异。职前教师的人口统计学特征可能是造成这种差异的因素。本研究提出了研究和实践意义。
