[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-detail-600262-en":59,"doc-seo-600262-105":81},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":5,"data":60},{"doc_id":61,"user_id":62,"nickname":63,"user_avatar":64,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":66,"doc_content":67,"file_id":68,"file_url":69,"file_type":70,"file_size":71,"view_count":4,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":72,"language":73,"language_code":74,"site_id":75,"html_lang":74,"table_of_contents":76,"faqs":77,"seo_title":78,"seo_description":66,"update_tm":79,"read_time":80},600262,962090883219,"RuangKosong","https://ap-avatar.wpscdn.com/davatar_276721f389ce27ea32af1340a28f341c","Integrating cognitive presence strategies - A professional development training for K-12 teachers","For K-12 teachers to improve effective teaching skills, cognitive presence (CP) integration into teaching and learning is highly valuable. CP strategy training can act as a key support component for strengthening teachers’ instructional capability. The study reports outcomes of a teacher professional development program designed to enable CP strategy implementation at K-12 level using a mixed-method approach with 53 teachers.","OPEN ACCESS  \nResearch Article  \nContemporary Educational Technology, 2023, 15(2), ep417 ISSN: 1309-517X (Online)  \nIntegrating cognitive presence strategies: A professional development training for K-12 teachers  \nTufan Adiguzel 1*  \n 0000-0001-6232-1246  \nMehmet Haldun Kaya 2  \n 0000-0002-0276-4886  \nMehmet Akin Bulut 3  \n 0000-0002-7506-8750  \nSinem Emine Mete 4  \n 0000-0002-2909-9345  \nYesim Nalkesen-Akin 4  \n 0000-0002-5628-7093  \n1 Sectoral Education Program, Ozyegin University, Istanbul, TURKIYE  \n2 School of Foreign Languages, Izmir University of Economics, Izmir, TURKIYE  \n3 Faculty of Education Sciences, Ibn Haldun University, Istanbul, TURKIYE  \n4 Office for Learning and Teaching Enhancement, Ozyegin University, Istanbul, TURKIYE  \n* Corresponding author: [tufan.adiguzel@ozyegin.edu.tr](tufan.adiguzel@ozyegin.edu.tr)  \nCitation: Adiguzel, T., Kaya, M. H., Bulut, M. A., Mete, S. E., & Nalkesen-Akin, Y. (2023) . Integrating cognitive presence strategies: A professional development training for K-12 teachers. Contemporary Educational Technology, 15(2), ep417 .  \n[https://doi.org/10.30935/cedtech/12987](https://doi.org/10.30935/cedtech/12987)  \nARTICLE INFO ABSTRACT  \n\n| Received: 15 Jan 2023\u003Cbr>Accepted: 19 Feb 2023 | For K-12 teachers to improve effective teaching skills, cognitive presence (CP) integration into teaching and learning process is of utmost value. CP strategy training can serve as a facilitating component in supporting K-12 teachers’ instructional capacity. This study presents findings of a teacher professional development training aiming CP strategy implementation at K-12 level. Following a mixed-method methodology, the present research was carried out with 53 teachers from four different campuses and grade levels, who were guided to implement CP strategies in their teaching context. The data sources were CP-integrated lesson plans, trainers’ feedback on these lesson plans, teacher responses on a questionnaire. The data collection methods were utilizing an end-of-the-training questionnaire directed to teachers, lesson plan evaluation through a CP rubric, content analysis of trainer feedback on lesson plans and revised lesson plans. Results unveiled that this professional development training designed and implemented for K-12 teachers led to significantly positive changes in teachers’ CP strategy integration into lesson plans regardless of levels, subjects or topics. This study could also provide important contributions to designing teacher professional development training for researchers, practitioners and teacher trainers, particularly in CP dimension.\u003Cbr>Keywords: cognitive presence, professional development, K-12, learning community, practical inquiry model |\n| --- | --- |\n| INTRODUCTION |  |\n\nThe community of inquiry (CoI) is a theoretical framework that facilitates critical thinking, critical inquiry, and discourse in online learning environments (Garrison et al., 2000) . In addition to presenting the details of the teaching and learning engagement in a systematic fashion (Perry & Edwards, 2005), CoI framework supports and consolidates deep and meaningful learning through the interplay among three types of presences: social presence (SP), cognitive presence (CP), and teaching presence (TP). Thus, this framework has been extensively adopted to foster the quality of teaching and learning.  \nGarrison et al. (2001) define CP as “the extent to which learners are able to construct and confirm meaning through sustained reflection and discourse” (p. 11) . The processes and outcomes in an iterative cycle assist individuals to arrive at answers and test solutions in a learning community (Akyol, 2009), with CP standing atthe heart of this iteration, and contributing substantially to its establishment.  \nCP is operationalized through the practical inquiry model (PIM), comprising four phases. The descriptionsand indicators of each phase are as follow:  \n1. Triggering event: This phase refers to learners’ under","cbCaic1aQsVNr5Ry","https://ap.wps.com/l/cbCaic1aQsVNr5Ry","pdf",499151,22,"English","en",105,"# Abstract\n# Introduction\n## Community of inquiry framework\n## Cognitive presence and practical inquiry model\n## CP phases and learning levels\n## Training design considerations","[{\"question\":\"What is the purpose of integrating cognitive presence strategies for K-12 teachers?\",\"answer\":\"The training aims to improve teachers’ instructional capacity by supporting the integration of cognitive presence into teaching and learning processes.\"},{\"question\":\"How was the professional development training conducted?\",\"answer\":\"The study used a mixed-method approach with 53 teachers from four campuses and different grade levels, guiding them to implement CP strategies in their teaching contexts.\"},{\"question\":\"How does the practical inquiry model describe cognitive presence?\",\"answer\":\"Cognitive presence is operationalized through four phases: triggering event, exploration, integration, and resolution, with lower phases representing earlier CP levels and integration/resolution representing higher levels.\"}]","Integrating cognitive presence strategies - A professional development training for K-12 teachers | PDF",1792090350,55,{"code":4,"msg":82,"data":83},"ok",{"site_id":75,"language":74,"slug":84,"title":65,"keywords":85,"description":66,"schema_data":86,"social_meta":139,"head_meta":141,"extra_data":143,"updated_unix":79},"integrating-cognitive-presence-strategies-a-professional-development-training-for-k-12-teachers","",{"@graph":87,"@context":138},[88,102,121],{"@type":89,"itemListElement":90},"BreadcrumbList",[91,95,97,100],{"item":92,"name":93,"@type":94,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":96,"name":9,"@type":94,"position":14},"https://docshare.wps.com/document/",{"item":98,"name":40,"@type":94,"position":99},"https://docshare.wps.com/document/research-report/",3,{"item":101,"name":65,"@type":94,"position":19},"https://docshare.wps.com/document/integrating-cognitive-presence-strategies-a-professional-development-training-for-k-12-teachers/600262/",{"url":101,"name":65,"@type":103,"image":104,"author":109,"headline":65,"publisher":111,"fileFormat":114,"inLanguage":74,"description":66,"dateModified":115,"datePublished":115,"encodingFormat":114,"isAccessibleForFree":116,"interactionStatistic":117},"DigitalDocument",{"url":105,"@type":106,"width":107,"height":108},"https://docshare.wps.com/thumbnails/integrating-cognitive-presence-strategies-a-professional-development-training-for-k-12-teachers/600262.png","ImageObject",300,407,{"name":63,"@type":110},"Person",{"url":92,"name":112,"@type":113},"DocShare","Organization","application/pdf","2026-10-15",true,{"@type":118,"interactionType":119,"userInteractionCount":4},"InteractionCounter",{"@type":120},"ViewAction",{"@type":122,"mainEntity":123},"FAQPage",[124,130,134],{"name":125,"@type":126,"acceptedAnswer":127},"What is the purpose of integrating cognitive presence strategies for K-12 teachers?","Question",{"text":128,"@type":129},"The training aims to improve teachers’ instructional capacity by supporting the integration of cognitive presence into teaching and learning processes.","Answer",{"name":131,"@type":126,"acceptedAnswer":132},"How was the professional development training conducted?",{"text":133,"@type":129},"The study used a mixed-method approach with 53 teachers from four campuses and different grade levels, guiding them to implement CP strategies in their teaching contexts.",{"name":135,"@type":126,"acceptedAnswer":136},"How does the practical inquiry model describe cognitive presence?",{"text":137,"@type":129},"Cognitive presence is operationalized through four phases: triggering event, exploration, integration, and resolution, with lower phases representing earlier CP levels and integration/resolution representing higher levels.","https://schema.org",{"og:url":101,"og:type":140,"og:title":65,"og:site_name":112,"og:description":66},"article",{"robots":142,"canonical":101},"index,follow",{"doc_id":61,"site_id":75}]