![Sample our Education journals, sign in here to start your access, latest two full volumes FREE to you for 14 days]({"type":"image" , "src" : "/sda/5932/TOC-Subject-Sample-2021-Education.jpg"})
ABSTRACT
The aim of this study was to explore preschool teachers’ evaluation standards and searching strategies during their online searching process, focusing on the difference between pre-service and in-service teachers. A total of 408 pre-service and in-service preschool teachers in Taiwan participated in the survey research. The validity and reliability of the instruments were confirmed through factor analysis and Cronbach’s alpha. The results showed that the in-service teachers adopted Deep Strategiesand all four kinds of evaluation standards (Multiple, Authority, Content, and Technical) more often than the pre-service teachers did.The results also showed that Internet experience may affect both pre-service and in-service teachers’ use of searching strategies. The findings of this study suggest that more education on online searching strategies as well as evaluation standards should be provided for both in-service and pre-service teachers.
Additional information
Funding
Notes on contributors
Yu-Jung Chen
Yu-Jung Chen is an associate professor of Center for Teacher Education at Cheng Shiu University. Her research interests focus on learning motivation, teacher education, and technology-enhanced teaching and learning.
Hui-Min Chien is an associate professor of Center for Teacher Education at Cheng Shiu University. Her research interests focus on science services, teacher education, and online learning.
Chia-Pin Kao is a professor of Department of Child Care and Education, Southern Taiwan University of Science and Technology. His research interests focus on Citizen Science, teacher education, and technology-enhanced teaching and learning.