Unterrichtswissenschaft,
Journal Year:
2023,
Volume and Issue:
51(4), P. 579 - 604
Published: Dec. 1, 2023
Abstract
Collaborative
design
practices,
in
which
pre-service
teachers
construct
lesson
plans
small
groups,
is
regarded
as
beneficial
to
attain
professional
development.
However,
it
largely
unclear
factors
determine
the
effectiveness
of
collaborative
within
technology-related
teacher
education.
Against
this
background,
we
investigated
extent
group
composition
regarding
motivational
(self-efficacy,
utility-value)
and
knowledge-based
heterogeneity
affected
quality
designed
outcome
development
interventions.
Furthermore,
whether
was
related
teachers’
such
acquisition
technological-pedagogical-content
knowledge
(TPACK).
The
data
collected
a
larger
research
project
TPACK-intervention
5
subject
pedagogies
foster
learning.
Lesson
N
=
68
nested
k
23
natural
occurring
groups
were
analyzed
their
instructional
technology
exploitation.
Additionally,
measured
knowledge,
motivation
pre-post-test-design.
analyses
revealed
that
positively
collaboration
product
(i.e.,
plans).
not
but
negatively
self-efficacy
utility-value.
Similarly,
prior
correlated
TPACK
gain.
These
findings
highlight
heterogenous
during
practices
education
may
be
double-edged
sword
European Journal of Teacher Education,
Journal Year:
2025,
Volume and Issue:
unknown, P. 1 - 19
Published: March 23, 2025
Teacher
educators'
task
perceptions
are
vital
in
facilitating
the
development
of
student
teachers'
professional
digital
competence
(PDC).
This
qualitative
study
investigates
18
teacher
educators
Norway,
exploring
their
views
on
PDC
and
its
connection
to
identity.
The
analysis
reveals
four
groups
with
similar
perceptions:
Group
1
opposes
using
tools
teaching
but
engages
critical
reflection.
2
embraces
reflections
pedagogy.
3
places
additional
emphasis
subject
didactics.
4
rejects
taking
responsibility
for
development.
Groups
1,
2,
related
student-centred
society-oriented
educators,
while
comprises
teacher-centred,
subject-oriented
research-oriented
without
practitioner
backgrounds.
Results
imply
need
discussions
roles
tasks
opportunities
those
an
academic
background
develop
understanding
profession
school
practices.
International Journal of Educational Technology in Higher Education,
Journal Year:
2022,
Volume and Issue:
19(1)
Published: July 27, 2022
How
to
improve
and
what
should
be
carried
out
for
pre-service
teachers'
technological
competencies
teaching
purposes
is
still
an
important
issue
on
the
agenda
of
higher
education
field.
In
light
this,
we
aimed
reflect
individual
collective
technology
integration
knowledge
skills
construction
process
early
childhood
teachers
with
democratic
participation.
We
utilized
praxeological
approach
as
a
method
learning
reveal
reflections
instructional
technologies
course.
The
participants
in
this
study
were
52
sophomore
department.
collected
data
from
various
sources
such
interviews,
portfolios,
researchers'
field
notes,
e-mails,
online
course
evaluation
form.
thematic
analysis
analyze
data.
findings
indicated
that
three
main
themes
emerged
initial
challenges,
process,
outcomes
during
enhancement
skills.
As
result,
used
courses
teacher
programs
leads
crucial
digital
transformation
ready
become
future
teachers.The
version
contains
supplementary
material
available
at
10.1186/s41239-022-00344-8.
Handbook of Open, Distance and Digital Education,
Journal Year:
2022,
Volume and Issue:
unknown, P. 1 - 20
Published: Jan. 1, 2022
Abstract
Digital
literacy
is
a
critical
competence
for
empowering
citizenship
in
digital
world.
It
has
become
key
element
teaching
and
learning
across
the
different
educational
stages
that
been
addressed
since
last
decade
of
twentieth
century
within
field
open,
distance,
education.
The
literature
so
far
not
agreed
on
common
definition,
but
multiple
international,
national,
even
local,
frameworks
exist
to
foster
evaluate
certificate
it,
especially
with
focus
educators
students
levels,
also
citizen
perspective.
These
are
reviewed
this
chapter,
along
evolution
conceptualization
some
strategies
sectors,
educator
as
player
fostering
action.
most
remarkable
challenges
developing
include
same
conception
literacy,
which
situated,
divide
actual
consideration
social
practice.
Being
transversal
competency
nowadays,
clear
implications
education
can
be
drawn,
such
reshaping
organizations
conditions,
thinking
collective
effort,
enriching
global
discourse
through
diversity
debates.
Education Sciences,
Journal Year:
2024,
Volume and Issue:
14(12), P. 1390 - 1390
Published: Dec. 18, 2024
In
the
ongoing
era
of
digital
transformation,
it
is
imperative
for
teachers
to
equip
learners
with
essential
competences
navigate
intricacies
landscape
successfully.
As
future
in-service
function
as
role
models
and
educators
proper
use
technology,
pre-service
must
develop
adequate
proficiency.
This
holds
particularly
true
in
Germany,
where
prevailing
competence
levels
are
reportedly
suboptimal.
To
this
end,
an
extracurricular
training
program
teachers,
based
on
DigCompEdu
framework,
was
implemented
from
2021
2024,
coinciding
COVID-19
pandemic-related
limitations.
A
total
242
registered
program,
40
completed
it.
Employing
a
pre–post
design,
we
assessed
(1)
attitudes
towards
technology
learning,
(2)
beliefs,
(3)
test-based
competences.
Pre–post
comparisons
show
improvement
only
participants’
confidence
deploying
technologies
subject-specific
purposes.
Unexpectedly,
no
other
statistically
significant
differences
were
observed.
These
findings
point
at
shortcomings
which
discussed
highlight
potential
areas
refinement
programs
curricular
implementation.
Contemporary Educational Technology,
Journal Year:
2022,
Volume and Issue:
14(4), P. ep391 - ep391
Published: Oct. 19, 2022
The
world
we
live
in
today
holds
some
uncertainties.
processes
of
automation,
big
data,
the
digital
environment,
global
crises,
and
interconnectedness
international
society
are
changing
common
technological
patterns
educational
system.
Among
essential
features
competitiveness
teachers
higher
education
mobility,
competencies,
adaptability,
participation
scientific
networks
projects,
continuous
acquisition
new
skills.
For
this
reason,
must
continuously
develop
their
professional
skills
to
remain
competitive
create
professionals
education.
Current
conditions
fostering
demand
for
who
produce
pedagogical
developments.<br
/>
This
article
aims
solve
problem
defining
structure,
content,
requirements
methodological
support
teachers’
a
context
challenges
risks.
Theoretically,
is
defined
by
need
approaches
explaining
concept
teacher
psychological
teaching
methodology
training
developing
competitiveness.
In
practice,
conclude
that
researchers
personal,
professional,
procedural,
enhancements
faculty
world.
Computers and Education Open,
Journal Year:
2022,
Volume and Issue:
3, P. 100089 - 100089
Published: May 27, 2022
Researchers
have
been
examining
preservice
teachers'
development
of
TPACK
in
edtech
courses
for
years.
However,
most
empirical
studies
used
small
samples
to
look
at
the
courses.
With
a
dataset,
it
is
hard
know
whether
there
consistently
exist
knowledge
gaps
prior
and
course.
Studies
with
large
are
needed
because
they
provide
amount
data
that
can
be
as
strong
evidence
justifying
course
has
any
impact
on
across
all
demographic
groups.
Thus,
purpose
this
study
was
examine
eighteen
cohorts
pre-TPACK
scores
their
cluster
assignment,
well
post-TPACK
required
A
two-step
analysis
based
demographics
identify
groups
teachers
share
common
characteristics
scores.
two-cluster
model
good
fit
(cluster
1
-
lower
2
higher
scores).
Independent-sample
t-tests
were
run
test
differences
Findings
revealed
had
These
results
might
help
teacher
educators
make
data-driven
decisions
design
targeted
instructions
diverse
Details
potential
actions
designing
practices
developing
discussed.
