Evaluating the Effectiveness of an Extracurricular Teacher Education Training Program for DigCompEdu Competences

Education Sciences, Год журнала: 2024, Номер 14(12), С. 1390 - 1390

Опубликована: Дек. 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.

Язык: Английский

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Exploring pre-service teachers’ ICT competence beliefs

Contemporary Educational Technology, Год журнала: 2024, Номер 16(2), С. ep500 - ep500

Опубликована: Март 8, 2024

It is essential for pre-service teachers to hold positive beliefs about information and communication technology (ICT) possess digital skills integrate successfully into the teaching learning environments. Although numerous studies have examined teachers’ attitudes toward ICT, little research has ICT competency beliefs. This aimed explore competence beliefs.<b> </b>We used an instrument developed by previous researchers data collection. The results showed that had good A few gender differences were found between participants’ mean scores on six dimensions of collection instrument. No many items. was there no significant in years study participants across five different grade levels. However, lowest analyzing reflecting, problem-solving, literacy. Conversely, highest detected collaboration, content creation, safety security. Based these findings, recommendations been made practice future research.

Язык: Английский

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Assessing and bridging the digital competence gap: a comparative study of lebanese student teachers and in-service teachers using the DigCompEdu framework

Discover Education, Год журнала: 2024, Номер 3(1)

Опубликована: Окт. 26, 2024

This study investigates the digital competence levels of Lebanese student teachers and in-service using DigCompEdu framework. The employs a cross-sectional descriptive survey design, analyzing data from 170 with varying years experience 399 across five academic years. Results indicate that consistently outperform in all six areas competence, most substantial gap Digital Resources. However, significant improvements were observed among first to third year. highlights necessity for enhanced training teacher education programs continuous professional development teachers. Recommendations include embedding tools into curricula, providing hands-on training, fostering collaborative cultures, regularly monitoring development. These findings emphasize importance preparing meet demands modern classrooms.

Язык: Английский

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School teachers’ perceived knowledge and affordances for using technology in teaching

Contemporary Educational Technology, Год журнала: 2024, Номер 16(3), С. ep515 - ep515

Опубликована: Июнь 11, 2024

Teachers’ knowledge about technology and teaching with is decisive for how affordances of integration are taken up. Two questionnaires were administered in 21 high schools Kazakhstan: one types teacher based on technological pedagogical content framework integration. The analyses show a relatively level all large variation perceived affordances, low scores support from the school leader time available to design plan class. Furthermore, different related which means that focus teacher’s might help best benefit most affordances. Limitations directions future research discussed.

Язык: Английский

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Unpacking the multi-dimensional nature of teacher competencies: a systematic review

Scandinavian Journal of Educational Research, Год журнала: 2024, Номер unknown, С. 1 - 22

Опубликована: Июль 3, 2024

Язык: Английский

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Validity evidence regarding the use of DigCompEdu as a self-reflection tool: The case of Hungarian teacher educators

Education and Information Technologies, Год журнала: 2024, Номер unknown

Опубликована: Июль 29, 2024

Abstract Digital competence is crucial for technology integration in education, with teacher educators playing a vital role preparing student teachers digitalized environments. In our conceptualization of teachers’ digital (TDC), we emphasize its embeddedness professional context. The Competence Educators (DigCompEdu) framework aligns this understanding, yet research focusing on limited. To address gap, followed quantitative strategy to explore different sources validity evidence the DigCompEdu small, non-representative Hungarian teacher-educator sample ( N = 183) via an online questionnaire. Our study, regarding as measure TDC, aims (1) establish based internal structure concerns Partial Least Squares structural equation modelling evaluate and reliability tool, (2) compare TDC self-categorization test results provide consequences testing, (3) relationships other variables such age, technological, pedagogical competence. findings reveal significant mediating effect engagement educators’ ability support development. Despite sample’s limitation, study contributes refining highlights importance fostering among educators.

Язык: Английский

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Assessing and Bridging the Digital Competence Gap: A Comparative Study of Lebanese Student Teachers and In-Service Teachers Using the DigCompEdu Framework

Research Square (Research Square), Год журнала: 2024, Номер unknown

Опубликована: Авг. 14, 2024

This study investigates the digital competence levels of Lebanese student teachers and in-service using DigCompEdu framework. The employs a cross-sectional descriptive survey design, analyzing data from 170 with varying years experience 399 across five academic years. Results indicate that consistently outperform in all six areas competence, most substantial gap Digital Resources. However, significant improvements were observed among first to third year. highlights necessity for enhanced training teacher education programs continuous professional development teachers. Recommendations include embedding tools into curricula, providing hands-on training, fostering collaborative cultures, regularly monitoring development. These findings emphasize importance preparing meet demands modern classrooms.

Язык: Английский

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Bridging the Digital Competence Gap: A Comparative Study of Preservice and In-Service Teachers in Lebanon Using the DigCompEdu Framework

Technology Knowledge and Learning, Год журнала: 2024, Номер unknown

Опубликована: Ноя. 4, 2024

Abstract This study investigates the digital competence levels of Lebanese preservice and in-service teachers using European Framework for Digital Competence Educators (DigCompEdu). The research aims to explore existing gap in between these two groups through a cross-sectional descriptive survey, involving 170 194 from various undergraduate teacher training programs Lebanon. findings reveal significant differences all six areas no difference per subject areas, with demonstrating higher overall compared teachers. draws attention need improved practical targeted interventions education better prepare demands modern classrooms. have implications policy practice, particularly enhancing meet evolving needs education.

Язык: Английский

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SELFIEfor(STUDENT)TEACHERS? A Mixed-Methods Study on the Suitability and Validity of the Self-Reflection Tool for Student Teachers

The European Educational Researcher, Год журнала: 2024, Номер 7(3), С. 7 - 33

Опубликована: Окт. 15, 2024

This paper presents a study focusing on the feasibility and validity of SELFIEforTEACHERS self-assessment tool for student teachers, addressing three research questions. Using mixed methods approach with convergent parallel design. The provides insights into quantitative qualitative aspects teachers' digital competences. Firstly, it is analyzed how teachers assess their own media-related competences using SELFIEforTEACHERS. Secondly, uttered thought processes from were examined when tool. Finally, extent to which suitable was considered. conducted at two German universities offering teacher training programmes ensure comprehensive survey target group. In part, instrument used, comprising 32 items reflecting different based DigCompEdu framework. An overall sample <i>n =</i> 127 who had completed more than semesters studies surveyed. Additionally, thoughts about collected participants thinking aloud method (<i>n_think</i> = 9). data analysis revealed that, average, assign themselves competence level B1. However, this assessment raises questions, particularly regarding assumption equidistant levels relevance teachers. results that encountered challenges tool, including problems terminology used hierarchical structure levels. integration provided partial validation enabled discussion suitability concludes recommendations refining better meet needs increase its in context education.

Язык: Английский

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Competence beliefs using technology in school and teaching - How can we use variance and covariance to identify teachers’ profiles?

Teaching and Teacher Education, Год журнала: 2024, Номер 154, С. 104869 - 104869

Опубликована: Ноя. 28, 2024

Язык: Английский

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