Digital competence has gained a strong prominence in the educational context, being one of the key competencies that teachers must master in today's society. Although most models and frameworks focus ...on the pre-university level, there is a growing interest in knowing the state of digital competencies of university teachers, that is, the set of knowledge, skills and attitudes necessary for a teacher to make effective use of technologies. The aim of this research is to present a systematic review of the literature in the Web of Science and Scopus, to identify, analyze and classify the published articles between 2000 and 2021 on digital competences, and thus find and improve the research being done on digital skills and future avenues of teachers in the university context. The SciMAT software is used in the analysis. The initial search reveals more than 343 articles in English, of which 152 are duplicates and 135 are not related to the topic of study. After this filtering, 56 articles are obtained and analyzed in depth. The results reveal a predominance of research that focuses on analyzing teachers' self-assessment and reflection of their digital competencies. Teachers recognize that they have a low or medium–low digital competence, as well as the absence of certain competencies, especially those related to the evaluation of educational practice. Despite the multiple studies that address this issue, it is necessary to continue improving research in this area, deepening the assessment of teachers' digital competencies and design, on this basis, more practical and personalized training programs that respond to the needs of teachers in the digital era.
In this paper we examine the relationship between teachers' knowledge, beliefs and instructional practices based on a study with 495 Chinese pre-service mathematics teachers. The results indicate ...that Chinese pre-service mathematics teachers tend to hold mixed beliefs about the nature of mathematics, and a constructivist view about mathematics teaching and learning, and that they are inclined to report that their teaching is inquiry-oriented. Mathematical content knowledge (MCK) and mathematics pedagogical content knowledge (MPCK) were found not to correlate with the teachers' self-reported instructional practice, in contrast to pre-service mathematics teachers' beliefs, which showed a stronger association with their self-reported inquiry-oriented instructional practice. Moreover, pre-service teachers' dynamic beliefs about the nature of mathematics, and constructivist beliefs about mathematics teaching and learning, acted as mediators between pre-service mathematics teachers' MCK, MPCK and instructional practice respectively. Author abstract
Recently, many states passed laws requiring pre- and in-service teachers to receive professional development in dyslexia awareness. Even though misconceptions regarding dyslexia are widespread, there ...is a paucity of research on how to effectively remove misconceptions and replace them with accurate knowledge. The purpose of this study was to determine whether a researcher-created refutation text grounded in conceptual change theory could produce significant conceptual change in preservice teacher knowledge of dyslexia when compared with a control text about dyslexia (
Dyslexia Basics
, International Dyslexia Association; IDA, 2018). A sample of preservice teachers (
n
= 97) was randomly assigned to either the
Dyslexia Basics
text (
n
= 48) or the refutation text (
n
= 49). A one-way repeated ANOVA was used to identify if growth rates from pretest to posttest were differential across conditions. Results suggest that while both texts affect conceptions, the refutation text outperformed the
Dyslexia Basics
text (
n
= 97),
η
2
= 0.33. Effects were maintained at a delayed posttest (
n
= 75),
η
2
= 0.175. Interaction effects suggested that the amount of reading coursework did not moderate conceptual change. Implications for facilitating conceptual change of dyslexia will be discussed.
Studies link principal effectiveness to lower average rates of teacher turnover. However, principals need not target retention efforts equally to all teachers. Instead, strong principals may seek to ...strategically influence the composition of their school's teaching force by retaining high performers and not retaining lower performers. We investigate such strategic retention behaviors with longitudinal data from Tennessee. Using multiple measures of teacher and principal effectiveness, we document that indeed more effective principals see lower rates of teacher turnover, on average. Moreover, this lower turnover is concentrated among high-performing teachers. In contrast, turnover rates of the lowest-performing teachers, as measured by classroom observation scores, increase substantially under higher-rated principals. This pattern is more apparent in advantaged schools and schools with stable leadership.
Framed in action research, the authors investigated the perceptions and experiences of a cohort of student-teachers as they learned about and explored for the first time teacher research in a ...self-contained module as part of a four-year pre-service or initial English language teacher education (IELTE) programme in southern Argentina. The module, 'Research in English Language Teaching', ran from March-November 2018. It was led by a teacher educator based in Argentina and a UK-based colleague who acted as an external academic advisor. Drawing on qualitative research, data collection strategies included: the tutor's journal; student-teachers' journals; assignments; research proposals; report drafts; presentations; group discussions; interactions between the tutors; and end-of-course interviews. The findings show that the module had a positive effect on student-teachers' identity, their English language proficiency, and the role of reflection in feedback processes. The student-teachers appreciated teacher research as reflective practice and as a source of professional development.
Traditional teacher education and alternative teacher preparation programs struggle to recruit and retain prospective and early-career educators of color. To address this challenge, Jalene Tamerat ...and Clifford Lee recount their experiences as teachers and teacher educators-of color. They propose a reframing of pedagogies, curricula, and programmatic structures so they will more effectively center the cultural assets and critical perspectives among future educators of color. They share their personal reflections and offer an overview of the current educational landscape to contextualize and ground their recommendations for how teacher training programs can be more attuned to the needs of teacher candidates from minoritized and historically marginalized backgrounds.
An area of research that may shed light on the pressing problem of FL teacher attrition is emotion labor. Emotion labor (or emotional labour), a construct stemming from research in the fields of ...communication and psychology and focusing mainly on service professionals, has recently been taken up in education literature. Although student emotions in language acquisition have been examined, the field of applied linguistics has not yet tapped the explanatory potential of teacher emotions. The current project explores the emotion work of 5 teachers in rural U.S. high school FL classrooms. Thematic analysis of interviews with teachers of Spanish, French, and Latin yielded 5 key insights: perceived lack of community and institutional support for FL teachers, an excessive burden for motivation felt by these teachers, the use of teacher emotion labor to motivate their students, emotional burnout of the teachers, and perceived lack of teacher efficacy. The last two, while not inevitable, seem to be mutually influencing, forming a downward spiral that can eventually impact the willingness or ability of some teachers to continue in their careers. Implications of this study include recognition of the significance of teacher emotion labor in FL pedagogy and its potential role in teacher attrition.
International research emphasises that Physical Education Teacher Education (PETE) has a key role to play in initiating and processing changes in Physical Education (PE). However, several researchers ...also find that it is a significant challenge for PETE to contest ideological approaches regarding PE practices among PE student teachers. Stronger relationships between research and educational practice and more deliberate mobilisation of research into teacher education may help address such educational issues. The main agents in that regard are teacher educators who are supposed to have the competencies to mobilise research literature into PETE. However, in Denmark, only 10% of Danish teacher educators hold a research-based PhD. The main aim of this article is to make the first steps towards more knowledge in this area by presenting an exploratory study of perceived barriers to mobilising research literature into PETE as experienced by a group of Danish PE teacher educators. The paper is based on empirical data generated through a course developed to qualify PE teacher educators' competencies in the use of research literature: papers, discussion-notes and interviews. Four main categories were generated: (1) 'We're competing on time', (2) 'A separate approach', (3) 'It has to add value' and (4) 'Hard to make it that academic'. The discussion addresses some general focus points for supporting the application of research in teacher education and suggest directions for future research.
edTPA is designed to strengthen teacher professionalization and provide a framework for program redesign. However, using a national assessment to shift the content of local programs is challenging ...because of their inherent organizational complexity. In this article, we focus on this complexity, using a systems lens to analyze edTPA implementation at a large, public university. Employing a mixed-methods case study design, we survey 250 teacher educators and candidates to understand how they interpret the demands of edTPA and how their varied perspectives impact each other. We interview a stratified, purposive subset of participants to explore mechanisms underlying quantitative findings. We find substantial internal variation in edTPA implementation that translates into differential support for candidates. This variation could not be explained by duration of implementation of edTPA. Varied perspectives may stem from distinct perceptions of teacher educators’ professional roles and the role they see edTPA playing in teacher professionalization.
Implementation science research points to the importance of improving implementation fidelity to improve outcomes and sustainability of interventions. Despite our growing understanding of factors ...related to implementation in K-12 settings, much less is known about factors influencing implementation in early childhood education contexts. Understanding factors related to how well early childhood educators implement an intervention is critical to developing ways to improve implementation fidelity and ultimately education quality. The current study explored how teacher beliefs and experiences were related to initial uptake and later implementation in a sample of 87 early childhood educators implementing a novel comprehensive curriculum,
STREAMin
3
. Across teacher dosage, classroom dosage, and teacher responsiveness, teachers with more positive initial perceptions of the curriculum had higher implementation. Teacher stress and perception of center climate were inconsistently related to implementation. Public preschool teachers and teachers with fewer years of teaching experience also reported higher levels of implementation. Implications for supporting teachers to improve implementation fidelity are discussed.
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