Promoción de la agencia digital en la formación de futuros docentes DOI Open Access
Daiana Yamila Rigo, Romina Rovere

Revista Innova Educación, Год журнала: 2023, Номер 5(4), С. 141 - 159

Опубликована: Окт. 23, 2023

La investigación tuvo como objetivo central comprender cómo los estudiantes, futuros profesores del Profesorado y la Licenciatura en Educación Inicial, se percibieron relación a agencia digital, es decir, capacidad de adaptarse un mundo tras participar una experiencia educativa mediada por el uso las Tecnologías Empoderamiento Participación, específico códigos respuestas rápidas. Se desarrolló estudio corte cualitativo, que participaron estudiantes universitarios Argentina (n=22), seleccionados partir muestreo conveniencia, utilizando cuestionario instrumento recolección datos. Los resultados muestran valoran importancia generar contextos agenciales para desarrollo competencia, responsabilidad confianza digital que, su vez, puedan promover reflexiones torno identidades profesionales construidas, así como, repensar ideas creencias tecnologías, empoderando e innovando futuro sus prácticas docentes.

Teacher preparation for the digital age: Is it still an instrumental endeavor? DOI Creative Commons
Toril Aagaard,

Synnøve H. Amdam,

Ilka Nagel

и другие.

Scandinavian Journal of Educational Research, Год журнала: 2024, Номер unknown, С. 1 - 15

Опубликована: Март 25, 2024

Preparing student teachers for a profession that continuously changes in relation to digitalisation is global challenge. By analysing survey data about how teacher educators (N = 389) report they prepare their students this challenge, we find the focus still on learning use digital technologies instrumental purposes, while relating more fundamental epistemic challenges emerging environments receives less attention. We address risks associated with finding, and concurrent dimensions of professional competence (PDC) can be supported education.

Язык: Английский

Процитировано

4
Digital Competence of Lecturers and Its Impact on Student Learning Value in Higher Education DOI Creative Commons

Tran Dong Dang,

Thanh Tú Phan,

Thi Nhu Quynh Vu

и другие.

Heliyon, Год журнала: 2024, Номер 10(17), С. e37318 - e37318

Опубликована: Сен. 1, 2024

Язык: Английский

Процитировано

4
Training Teachers in Pedagogical Content Knowledge DOI
Pia Grassivaro Gallo, Rosa Iaquinta

Advances in educational marketing, administration, and leadership book series, Год журнала: 2025, Номер unknown, С. 319 - 344

Опубликована: Фев. 6, 2025

The teaching needs expressed by new generations require teachers to have various skills: pedagogical, didactic, communicative and design. work is the result of an experimental project conducted in academic field, which involved two with extensive professional experience both as schools universities. interest research was demonstrate validity Shulman's PCK method through classroom instruction and, at same time, promote future ability assess, direct experience, importance design implementation significant role choice didactic method.

Язык: Английский

Процитировано

0
Promoting professional digital competence in student teachers: teacher educators’ task perception matters DOI Creative Commons
Ilka Nagel

European Journal of Teacher Education, Год журнала: 2025, Номер unknown, С. 1 - 19

Опубликована: Март 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.

Язык: Английский

Процитировано

0
Teaching teachers to teach with technology: teacher educators’ practices DOI
D.C. Uerz,

Manon van Zanten,

Kyra De Korte

и другие.

Teachers and Teaching, Год журнала: 2024, Номер 30(4), С. 471 - 488

Опубликована: Апрель 19, 2024

Despite the efforts of initial teacher education institutes (ITEs) to incorporate technology into their curricula, pre-service teachers (PSTs) feel insufficiently prepared use effectively when teaching. To prepare PSTs in future teaching practice, educators (TEs), as second-order teachers, must both teach with themselves and about education. In this study, we investigate TEs' technology, extent which TEs different aspects groups can be identified based on these results. An online survey among 172 at a Dutch University Applied Sciences revealed major differences how they address students for practice. Most do not regularly support self-regulated learning or provide differentiated instruction, nor so. Three were identified: forerunners, middle group, laggards. Further research is needed untangle contributing factors explaining between groups, such competences possibilities professional development.

Язык: Английский

Процитировано

2
Profiling teacher educators’ strategies for professional digital competence development DOI Creative Commons
Cathrine Pedersen, Toril Aagaard,

Stephan Daus

и другие.

Teachers and Teaching, Год журнала: 2024, Номер 30(4), С. 417 - 436

Опубликована: Май 18, 2024

The present study investigates the variety among teacher educators (TEds) related to use of digital resources in teaching as well strategies they develop competence. A person-centred approach was applied identify meaningful patterns TEds having different levels self-reported expertise, at five education institutions. Survey data from (N = 389) subjected structural equation modelling. With latent class analysis, we identified three distinct profiles based on probability engagement competence development (DCD) activities: 1) restrictive user—characterised by sporadic and narrow DCD strategies, prefers peer-restricted collaboration, 2) moderate user—regular user 3) extensive user—frequent comprehensive engages broad collaboration. users also more frequently their compared especially restricted users. This is case for individual interactions with students, make relevant applicable, student active. Based knowledge emerging this study, propose recommendations better tailoring initiatives.

Язык: Английский

Процитировано

1
A validated questionnaire for measuring digitalization as sociocultural change in educational contexts DOI
Fanny Pettersson, Josef Siljebo, Simon Wolming

и другие.

International Journal of Information and Learning Technology, Год журнала: 2024, Номер 41(4), С. 359 - 370

Опубликована: Июль 4, 2024

Purpose In the so-called digital age, there is a basic assumption that digitalization entails rapid and dramatic change in schools, education society. However, challenge for educational research to clarify what precisely means. This paper aims develop, test, validate transformation scale (DTS). More specifically, aim digitization, as hierarchical levels of sociocultural learning school by using cultural-historical activity theory (CHAT) framework. Design/methodology/approach An exploratory factor analysis (EFA), with principal-axis factoring an extraction method, was used examine number factors underlying data. Findings Results show three dimensions DTS questionnaire explain 68% variance all high internal consistency (a >0.87). means structure corresponded theory. Research limitations/implications The results may be quantitatively analyze organizations. further needed other contexts larger samples use confirmatory develop knowledge this area DTS. Practical implications tool theoretical construction could discuss education, both local general. Seeing from perspective makes possible conceptualize process ranging small technology investments on individual level strategic organizational development. Originality/value can study provides researchers additional tools articulate they mean digitalization.

Язык: Английский

Процитировано

1
Teaching and AI in the postdigital age: Learning from teachers’ perspectives DOI Creative Commons
Rachel Moylan, Jillianne Code, Heather L. O'Brien

и другие.

Teaching and Teacher Education, Год журнала: 2024, Номер 153, С. 104851 - 104851

Опубликована: Ноя. 9, 2024

Язык: Английский

Процитировано

1
Understanding teachers' perceptions of geomedia: Concerns about students’ critical literacy DOI Creative Commons
Anne Pellikka, Tua Nylén,

Virpi Hirvensalo

и другие.

Teaching and Teacher Education, Год журнала: 2024, Номер 144, С. 104607 - 104607

Опубликована: Апрель 23, 2024

This study examines Finnish geography teachers' (n = 16) perceptions of the significance geomedia and teaching. Thematic analysis was applied. The findings reveal concerns about students' cursory critical literacy as well potential to enhance management information overflow. Teachers' digital teaching were diverse. teachers associated with not aligned their suggests that diversity incoherence regarding should be addressed in teacher education research internationally.

Язык: Английский

Процитировано

1
The search for professional digital competence in Swedish teacher education policy—A content analysis of the prerequisites for teacher educators’ dual didactic task DOI Creative Commons
Maria Lindfors, Anders Olofsson

Cogent Education, Год журнала: 2023, Номер 10(2)

Опубликована: Окт. 31, 2023

This study is an exploration of the prerequisites in Swedish teacher education policy for educators' dual didactic task developing student teachers' professional digital competence to such a level that they are capable K–12 pupils' adequate competence. Data were collected from 20 institutions offering programs which teachers could earn degree Master Arts Primary Education School Years 4–6. Overall, data comprised national guidelines and curriculum regulations Sweden (e.g. Higher Ordinance; N = 1), program syllabi at selected (N 20), course plans (for all 240 ECTS, 4-year full-time studies; 450), total 471 documents. Signs few, most found mathematics natural sciences. In discussion, findings problematized relation challenging role educators as second-order seeking fulfill their task.

Язык: Английский

Процитировано

3