Professional development of teachers: a psychological profile DOI Creative Commons
Э. Ф. Зеер, А. А. Коновалов

The Education and science journal, Journal Year: 2025, Volume and Issue: 27(4), P. 149 - 174

Published: March 21, 2025

Introduction . The issue of inconsistency between the quality specialists trained by vocational education system and demands labour market, as well broader needs economy, becomes more pronounced each year. In this context, teachers play a crucial role in ensuring training contemporary circumstances. qualifications industrial instructors are directly linked to educational outcomes, while effectiveness teacher’s work is closely associated with their personal attributes. Aim aim article identify key psychological characteristics that essential for professional pedagogical activities. Methodology research methods. study was conducted considering primary tenets personality-oriented approaches (E. N. Volkova, S. Lee, E. Tadesse, H. Yin) practical-oriented (V. I. Blinov, Billett, A. Ibrahim, Zhou). involved 213 from Sverdlovsk Tambov regions Russian Federation. To assess individual these teachers, authors utilised an typological questionnaire developed L. Sobchik brief orientation test created V. Buzina F. Vanderlik. For analysis results obtained, employed various statistical methods, including descriptive statistics, non-parametric correlation using Spearman coefficient (r-Spearman), cluster analysis. Results. analysed were categorised into three distinct clusters: internal susceptibility reflexivity; protective factors; activity-based traits. Sensitivity, rigidity, spontaneity identified dominant qualities teachers. Two negative tendencies personality profile teacher – anxiety rigidity noted, along one positive trait: lability. Scientific novelty obtained during testing, which highlight promote or hinder effective implementation work, can serve foundation developing programmes aimed at providing support, development opportunities Practical significance. practical significance lies application methods assessing severity This assessment aims facilitate timely responses through organisation targeted corrective improvement measures.

Language: Английский

Digital Literacy Policies DOI
Wasim Ahmad,

Rishu Raj,

Ruchika Shokeen

et al.

IGI Global eBooks, Journal Year: 2025, Volume and Issue: unknown, P. 79 - 112

Published: Feb. 26, 2025

Integrating digital literacy into policies is crucial for achieving equity and inclusion in the 21st century. Digital goes beyond essential technological use, encompassing critical skills like information processing, communication, media literacy. Additionally, India's National Literacy Mission (NDLM) aims to improve rural populations. These inclusive programs align with international educational goals, such as those outlined by UNESCO Global Partnership Education promoting responsive evolving landscape. becomes a vehicle education, social mobility, democratic participation, ensuring no one excluded from opportunities of world. initiatives UNESCO's Library NDLM demonstrate how can bridge various divides empower marginalized communities. initiatives, their impact, role partnerships are discussed detail chapter.

Language: Английский

Citations

0
Revolutionizing gifted education: enhancing teachers’ digital competence through fourth industrial revolution training DOI Creative Commons
Abdulhamid Alarfaj, Mohammed Alrashidi

Discover Sustainability, Journal Year: 2025, Volume and Issue: 6(1)

Published: March 6, 2025

Language: Английский

Citations

0
Who’s account(able)? Making sense of Instagram in vocational teaching practices DOI Creative Commons
Sandra Carlsson, Sara Willermark

Nordic Journal of Vocational Education and Training, Journal Year: 2025, Volume and Issue: 15(2), P. 1 - 22

Published: March 6, 2025

While social media in an educational context has interested researchers for a long time, its use vocational education constitutes sparsely explored field of research. In this study, we explore how three teachers Sweden make sense Instagram their teaching practice through interviews and analyses accounts over time. Technological frames are used as theoretical lens to perceive the nature, strategy, at individual level. Results show that initiatives, motivations, approaches clearly differ among questions about accountability expectations on teacher remain vague. Contributions include demonstrating it can be linked different levels engagement rooted diverse perceptions role supported.

Language: Английский

Citations

0
Teacher digital competence: Keys for an educational future through a systematic review DOI
María de los Ángeles Domínguez-González, Antonio Luque de la Rosa, Carlos Hervás-Gómez

et al.

Contemporary Educational Technology, Journal Year: 2025, Volume and Issue: 17(2), P. ep577 - ep577

Published: March 17, 2025

Constant teacher training and up-dating is fundamental to provide quality teaching learning. Digital competences are among the skills that teachers must acquire in order improve learning processes. The aim of present study was review scientific production last five years regarding digital competence (TDC). To this end, preferred reporting items for systematic reviews meta-analyses methodology used, performing research two relevant databases: Scopus Web Science. A total 19 articles met pre-established criteria were ultimately selected analyzed. thorough analysis documents conducted with ATLAS.ti software. analyze co-occurrence keywords, VOSviewer employed. main results show increasing, studies mostly focused on exploring level TDC, which usually low. samples mainly composed secondary education teachers. This concludes by highlighting need develop programs improvement TDC carry out further line.

Language: Английский

Citations

0
Professional development of teachers: a psychological profile DOI Creative Commons
Э. Ф. Зеер, А. А. Коновалов

The Education and science journal, Journal Year: 2025, Volume and Issue: 27(4), P. 149 - 174

Published: March 21, 2025

Introduction . The issue of inconsistency between the quality specialists trained by vocational education system and demands labour market, as well broader needs economy, becomes more pronounced each year. In this context, teachers play a crucial role in ensuring training contemporary circumstances. qualifications industrial instructors are directly linked to educational outcomes, while effectiveness teacher’s work is closely associated with their personal attributes. Aim aim article identify key psychological characteristics that essential for professional pedagogical activities. Methodology research methods. study was conducted considering primary tenets personality-oriented approaches (E. N. Volkova, S. Lee, E. Tadesse, H. Yin) practical-oriented (V. I. Blinov, Billett, A. Ibrahim, Zhou). involved 213 from Sverdlovsk Tambov regions Russian Federation. To assess individual these teachers, authors utilised an typological questionnaire developed L. Sobchik brief orientation test created V. Buzina F. Vanderlik. For analysis results obtained, employed various statistical methods, including descriptive statistics, non-parametric correlation using Spearman coefficient (r-Spearman), cluster analysis. Results. analysed were categorised into three distinct clusters: internal susceptibility reflexivity; protective factors; activity-based traits. Sensitivity, rigidity, spontaneity identified dominant qualities teachers. Two negative tendencies personality profile teacher – anxiety rigidity noted, along one positive trait: lability. Scientific novelty obtained during testing, which highlight promote or hinder effective implementation work, can serve foundation developing programmes aimed at providing support, development opportunities Practical significance. practical significance lies application methods assessing severity This assessment aims facilitate timely responses through organisation targeted corrective improvement measures.

Language: Английский

Citations

0