The aim of the project is the construction of a battery of scales (SGE) enabling a comprehensive diagnosis of psychological readiness of teachers and prospective teachers to create an effective e-learning environment. The project constitutes an attempt to meet current and, at the same time, urgent socio-educational needs. To this end, it will provide a diagnostic tool of a high psychometric quality that will enable a comprehensive diagnosis of psychological readiness to create an effective e-education environment. The application of the battery of scales SGE will make it possible to design accurate processes connected with safe introduction of e-learning to the Polish education system (both at the lower and higher level). Studies conducted in this filed will enable identification of specific needs and resources in the sphere of teachers’ psychological readiness and, thanks to that, a more precise and accurate organization of actions supporting professional development of teachers. As a consequence, these will be actions that will reduce the risk of psychosocial threats connected with an incorrect introduction of e-education, and that will increase benefits associated with using a new method of work both for the teacher him-/herself and for the student, as well as for the whole school and outside of school environment. The project is of both (a) psychometric and (b) exploratory-diagnostic character. The planned studies, apart from developing a diagnostic tool of a high psychometric quality, will also serve as means of identifying Polish teachers and prospective teachers’ level of readiness to create an effective e-education environment.

1. Diagnosis of teachers and prospective teachers'
psychological readiness in creating an effective e-learning
environment: construction of the battery of
scales
Katarzyna Kaliszewska-Czeremska
Institute of Psychology
Adam Mickiewicz University, Poland
Henri Chabrol and Stéphanie Laconi
Centre d’Études et de Recherches en Psychopathologie
University Toulouse - II, France

2. Research project objectives
The construction of a battery of scales (SGE) enabling a
comprehensive diagnosis of psychological readiness of
teachers at different stages of professional development to create
an effective e-education environment

3. Research project objectives
diagnosis of readiness to create an effective educational
environment requires adopting a global, interdisciplinary approach
in the process of constructing the tool enabling such investigation,
we avail ourselves of achievements of contemporary psychometrics,
educational psychology, ecological psychology and cognitive
science
comprehensive assessment of teachers’ psychological readiness
requires a diagnosis of two spheres:
(1) widely understood context in which e-education takes place (see
Anderson, 2011; Fuente, Zapata, 2012; Ledzińska, Czerniawska,
2011; Brzezińska, Hornowska, Kaliszewska-Czeremska, Matejczuk,
2012)
(2) personal characteristics (resources) of teachers, in the form of
competences and dispositions conditioning readiness to create an
effective e-education environment and to be a successful teacher
(Boekaerts, 1994; see Fuente, Zapata, 2012)

4. Research methodology
preparation of the SGE scales will be twofold, and it will lead to the
construction of (1) a “paper and pencil” version of the tool and (2)
an electronic version of the tool
the studies will be conducted on four groups of subjects differing in
respect of: (a) stage of professional development and (b)
experience in participating in classes realized in the system of e-learning
half of the participants in each distinguished group will be
investigated in the traditional manner, and the other half with the
use of the electronic version of the research tool (online studies)

5. Research project impact
The importance and innovative character of the project can be, thus,
observed in the following in three dimensions:
(1) theoretical – through interdisciplinary integration of different
research perspectives (psychometrics, social developmental
psychology, educational psychology, cognitive science),
(2) socio-educational – through the creation of tools that would
make it possible to investigate readiness of teachers and prospective
teachers to work in the system of e-learning under Polish conditions
and, at the same time, through the preparation of guidelines for
future trainings and/or potential enhancement of current situation,
particularly in certain groups of educators,
(3) practical – through the creation of a set of recommendations for
individuals who prepare trainings for teachers and prospective
teachers, aimed at strengthening and developing skills necessary for
an effective and safe application of e-learning.

6. References/contact
Anderson, T. (2011). Three generations of Distance Education Pedagogy: Challenges and
opportunities. Pozyskano (25. 05. 2011) z http://www.slideshare.net/terrya/three-generations-
ofdistance-education-pedagogy-challenges-and-opportunities
Fuente, J., Zapata, L. (2012). Regulatory Teaching and Self-Regulated Learning in College
Students: Confirmatory Validation Study of the IATLP Scales.. Electronic Journal of
Research in Educational Psychology, 10(2), 839-866.
Boekaerts, M. (1994). Action control: How relevant is it for classroom learning? W: J. Kuhl I
J. Beckmann (red.), Volition and personality: Action versus state orientation (s. 427-433).
Seattle: Hogrefe&Huber.
Brzezińska, A. I., Hornowska, E., Kaliszewska-Czeremska, K., Matejczuk, J. (2012).
E.learning jako wyzwanie dla systemu edukacji. Kultura i Edukacja, 1(87), 7-31.
Ledzińska, M., Czerniawska, E. (2011). Psychologia nauczania. Ujęcie poznawcze.
Warszawa: Wydawnictwo Naukowe PWN.
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For more information please contact us:
katarzyna.kaliszewska@amu.edu.pl