In virtual in-service teacher training, instructional support or scaffolding is an essential component of effective training that can be provided in the form of computer-based scaffolding. Personalization of computer-based scaffolding is achieved with dynamic computer-b
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In virtual in-service teacher training, instructional support or scaffolding is an essential component of effective training that can be provided in the form of computer-based scaffolding. Personalization of computer-based scaffolding is achieved with dynamic computer-based scaffolding. The purpose of this study is to design and validate a model of dynamic computer-based scaffolding in virtual in-service teacher training. The research method used in this research was mixed method with sequential exploratory design. In qualitative research, the synthesis research method was used and the components of the model were extracted and a concept and process model was designed. Quantitative research was used to validate the model and survey research method and questionnaire were used and the internal validity of the proposed model was confirmed. Dynamic computer-based scaffolding model in virtual in-service teacher training has 8 main components and 47 sub-components. Key components include analysis with 11 subcomponents, design with 16 subcomponents, development with 3 subcomponents, implementation with 3 subcomponents, evaluation with 8 subcomponents, dissermination with 3 subcomponents, process evaluation and revision, and review and revision with 3 subcomponents. Internal validaty findings from experts showed that concept and process model have a high internal validity. Dynamic computer-based scaffolding model in online in-service teacher training can be used to design dynamic and computer-based instructional support and lead to learning and independent performance in the future.
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