Developing professional digital competence in Norwegian teacher education: a scoping review
Frontiers in Education,
Год журнала:
2024,
Номер
9
Опубликована: Апрель 12, 2024
The
widespread
use
of
educational
technology
in
schools
compels
teachers
to
seamlessly
integrate
while
developing
students’
digital
competence.
As
continually
evolves,
competence
becomes
a
dynamic
target.
Thus,
teacher
education
must
effectively
prepare
student
teach
with
technology.
Researchers
are
increasingly
examining
the
concept
teachers’
and
how
supports
acquisition
skills
for
future
employability.
In
Nordic
countries
like
Norway,
term
Professional
Digital
Competence
(PDC)
frames
teacher’s
essential
knowledge
using
teaching
learning.
Despite
this
focus,
there’s
limited
understanding
Norwegian
fosters
PDC.
This
scoping
review
investigates
current
research
on
PDC
its
implementation
within
education.
Findings
from
numerical
thematic
analysis
offer
insights
into
prevalent
types
research.
Thirty-four
peer-reviewed
papers
were
identified
coded
along
three
dimensions:
(1)
theoretical
perspectives,
(2)
questions
methods,
(3)
application
implementation.
reveals
predominant
focus
educator
perceptions
or
self-assessments
when
measuring
Our
findings
show
that
professional
is
diverse
multifaceted.
However,
there
gaps
state
knowledge.
To
address
this,
we
propose
definition
framework
guide
educators.
Future
should
broaden
participant
profiles
involve
more
group
Язык: Английский
Pathways to professional digital competence to teach for digital citizenship: social science teacher education in flux
Teachers and Teaching,
Год журнала:
2024,
Номер
30(4), С. 526 - 544
Опубликована: Апрель 18, 2024
Increasingly
pervasive
digital
technologies
in
societies
are
placing
complex
demands
on
the
development
of
young
people's
citizenship
and
competence.
Social
science
education
teacher
(TE)
play
important,
but
poorly
understood,
roles
this
development.
Through
reflexive
thematic
analysis
semi-structured
interviews,
paper
explores
15
Swedish
educators'
(TEDs)
views
teaching
for
citizenship,
particularly
social
TE's
role.
We
also
consider
organisational
personal
conditions
that
may
influence
TEDs'
professional
competence
(PDC)
such
teaching.
Their
examined
through
a
postdigital
lens,
with
focus
democratic
implications
evolving
socio-technical
environments.
The
results
indicate
TEDs
acknowledge
importance
TE
find
maintaining
responsiveness
to
societal
changes
challenging.
Challenges
posed
by
multidisciplinary
character
education,
including
how
trajectories
shape
their
dual-didactic
task
teach
citizenship.
This
contributes
knowledge
TEDs,
as
'street-level
bureaucrats'
TE,
navigate
between
written
performed
policy
specific
attention
dynamic
PDC
education.
Язык: Английский
None
Ikhtisar Jurnal Pengetahuan Islam,
Год журнала:
2024,
Номер
4(1), С. 231 - 231
Опубликована: Май 21, 2024
This
research
the
challenge
faced
by
Islamic
Religious
Education
as
a
subject
is
how
to
implement
it,
not
only
teaching
knowledge
about
religion,
but
direct
students
have
qualities
of
faith,
piety
and
noble
morals.
aims
evaluate
professional
competence
teachers
(PAI)
in
MAN
1
Solok
Plus
Skills
mastering
materials,
use
learning
media,
implementation
evaluation.
The
school
has
good
reputation
for
achieving
achievements
district
Solok,
being
reference
some
ways.
Researchers
want
explore
well
Information
obtained
from
various
sources,
such
head
madrasah,
teachers,
12th
grade
religious
major.
Data
collection
methods
include
observations,
interviews,
documentation.
data
was
then
analyzed
with
reduction
techniques,
display,
Religion
verification
at
this
school.
will
descriptive
qualitative
methods.
study
showed
that
solid
skills
material,
relevant
evaluation
improve
student
achievement.
Hopefully,
could
encourage
other
researchers
investigate
similar
topics
different
contexts
or
fields
study.
Язык: Английский