Digital Competence of Teachers and the Factors Affecting Their Competence Level: A Nationwide Mixed-Methods Study
Sustainability,
Год журнала:
2024,
Номер
16(7), С. 2796 - 2796
Опубликована: Март 27, 2024
Digital
transformation
opens
up
multiple
opportunities
for
educators
to
achieve
the
continuity
of
learning
through
life,
aligning
with
UNESCO’s
fourth
goal
sustainable
development,
and
prepare
them
digital
age.
Effective
integration
technology
goes
beyond
using
it
its
own
sake;
involves
deepen
students’
experiences.
raises
key
questions
about
teachers’
competence.
Building
on
DigCompEdu
framework,
current
study
aims
uncover
level
competence
science
teachers
their
perceptions
towards
as
well
identify
factors
influencing
this
The
adopted
a
mixed-methods
approach
utilizing
sequential
explanatory
design.
This
design
involved
questionnaire
which
was
administered
sample
611
teachers,
while
semi-structured
interview
applied
13
teachers.
results
indicate
that
medium
(58.4%).
also
revealed
had
high-level
positive
use
technologies
(78%).
Furthermore,
perceived
usefulness
subjective
norms
directly
influence
identifies
benefits
challenges
encounter
in
implementing
educational
environment.
focus
enhancing
motivation
assessing
experiences,
communicating
community,
continuousness
e-learning.
challenges,
however,
include
acceptance
by
community;
cognitive
skill-related
faced
teachers;
administrative
teaching
burdens;
limited
access
tools;
related
student
behaviors.
As
result,
set
recommendations
implications
are
proposed
policymakers,
curriculum
professional
development
program
designers,
researchers,
practitioners.
Язык: Английский
Developing and Applying PCK in Diverse Subjects
R. Vettriselvan,
Deepa Rajesh,
S Subhashini
и другие.
Advances in educational marketing, administration, and leadership book series,
Год журнала:
2025,
Номер
unknown, С. 1 - 30
Опубликована: Фев. 6, 2025
This
chapter
explores
how
in-service
teachers
can
effectively
develop
and
apply
Pedagogical
Content
Knowledge
(PCK)
across
various
subjects—mathematics,
science,
social
sciences,
language
arts.
PCK,
which
merges
subject
matter
expertise
with
tailored
teaching
strategies,
is
crucial
for
enhancing
educational
outcomes.
The
reviews
current
trends
best
practices
in
PCK
development,
offering
practical
approaches
integrating
effective
pedagogical
techniques
subject-specific
content.
It
provides
actionable
insights
into
educators
adapt
their
methods
to
address
the
unique
challenges
of
each
discipline,
thus
improving
instructional
student
engagement.
By
focusing
on
innovative
strategies
real-world
applications,
this
serves
as
a
comprehensive
guide
aiming
refine
elevate
effectiveness.
Язык: Английский
The pedagogical makerspace: Learning opportunity and challenge for prospective teachers' growth of TPACK
British Journal of Educational Technology,
Год журнала:
2023,
Номер
55(1), С. 208 - 230
Опубликована: Май 19, 2023
Abstract
The
aim
of
this
study
was
(1)
to
describe
challenges
prospective
teachers
perceive
during
project
work
in
a
pedagogical
makerspace
and
coping
strategies
they
develop
deal
with
the
challenges,
(2)
analyse
development
teachers'
TPACK
attitudes
towards
use
ICT
class.
Challenges
regarding
were
recorded
via
semi‐structured
interviews
evaluated
by
qualitative
content
analysis.
usefulness
digital
technologies,
technology
acceptance,
intrinsic
motivation,
self‐efficacy,
intentions
media
constructivist
understanding
teaching
assessed
questionnaire.
sample
consists
German
(
N
=
145).
results
show
an
increase
TPACK,
intention
motivation
over
course
project.
before
intervention
only
variable
that
predicted
after
intervention.
report
numerous
their
projects,
which
can
be
attributed
framework,
teamwork,
taskwork
levels,
as
well
individual
TPACK.
Coping
mainly
found
on
level,
for
example
adjusting
goals,
creating
subtasks
organising
regular
feedback
meetings
self‐monitoring.
Practitioner
notes
What
is
already
known
about
topic
opportunities
using
schools
are
developing
rapidly,
them,
demands
skills
(TPACK).
promotion
competencies
holistic,
multi‐layered,
practice‐oriented
manner
has
learned
longer
period
time
combining
theoretical
explanations
practical
activities.
Making
appears
suitable
activity
foster
described
ideal
learning
environment
follow
learning,
but
it
not
yet
been
empirically
tested.
paper
adds
presentation
innovative
approach
teach
problem‐
project‐based
makerspace.
Empirical
data
large
size
field
sufficiently
researched.
A
model‐based
analysis
university
preservice
strategies.
Examination
suitability
relevant
attitudes.
Further
insights
processes
influencing
factors
respect
promoting
Implications
practice
school.
depends
working
while
assigned
four
levels.
assignment
those
levels
supports
lecturers
necessary
support
structures.
Support
structures
should
include
at
least
basic
knowledge
organisation
projects.
Agile
elements
prove
helpful
product
Язык: Английский
Exploring Pre-Service English Teachers’ Perceptions and Technological Acceptance of Metaverse Language Classroom Design
SAGE Open,
Год журнала:
2024,
Номер
14(4)
Опубликована: Окт. 1, 2024
This
study
aims
to
analyze
the
experiences
of
creating
metaverse
classroom
on
pre-service
EFL
(English
as
a
Foreign
Language)
teachers’
technological
acceptance
and
affordance,
well
their
perception
its
potential
for
language
learning
teaching.
To
achieve
this
purpose,
utilized
an
in-depth
analysis
survey
reflection
data
collected
from
30
teachers
engaged
in
creation
sharing
classroom.
The
results
indicate
that
design
participants’
flexible
reconfigurable
increased
self-efficacy,
autonomy,
affordance.
Sentiment
revealed
participants
had
positive
experience
Keyword
network
demonstrated
environment
facilitated
contextualized
learning.
Based
findings,
suggests
some
educational
policies
not
only
encompass
theoretical
aspects
but
also
consider
pedagogical
perspectives.
Язык: Английский