The professional digital competence (PDC) of teachers is of growing importance in classrooms, now that digital resources and digital media are becoming important parts of teachers' everyday practice. ...This study explores how newly qualified teachers are prepared to use information and communication technology (ICT) in their initial teacher education (ITE). We present findings of a nationwide survey in Norway on 356 newly qualified teachers. It explores how these teachers' ICT self-efficacy is related to how they perceive the quality of, and contributions from, their ITE related to ICT and the development of their PDC. In general, newly qualified teachers report fairly poor quality and contribution of ICT training during their teacher education. We claim that continuous effort is needed to review the quality of ITE and contribute specifically to the development of PDC and developing student teachers' ICT self-efficacy in ITE.
This research is motivated by a lack of understanding of teachers in preparing lesson plans in a complete and systematic manner, besides that the ability of teachers is not sufficient in developing ...the components of lesson plans according to the needs and abilities of students. The purpose of this study is to improve teacher competencies in preparing learning implementation plans through academic supervision. This research is a classroom action research. School action research is carried out in four stages, namely planning, implementation, observation and reflection, and carried out at least in two cycles. The research subjects were mathematics teachers totaling 6 people who were in the shade school of the researchers. The research instruments used were RPP documents and assessment observation sheets. The results of the study showed that the teacher's competence in preparing lesson plans in the first cycle was 40.90% which was included in the less category, in the second cycle it increased to 92.42% which was included in the good category. The conclusion based on the research data is that the teacher's competence in preparing lesson plans has increased after academic supervision.
In this study, we introduce an analytic framework for effective professional development programmes (PDPs) that has been synthesised and derived from the literature. The framework acknowledges that ...certain design features concerning how to process the content as well as the methods to facilitate teachers' enactment are important but also complementary for effective professional development (PD). The framework is furthermore empirically validated through the analysis of how a group of primary school teachers realise an intended PD module and how its components influence the teachers' competence development. The PD module explored is from the Norwegian PDP Maths and Science Trails (MaST), which aims to enhance teachers' ability to teach in a way that facilitate students' deep learning. The results provide insight to how the different design features and methods in the PD module can influence the teachers' competence development and, hence, how the PD module can be revised and improved. Furthermore, the results demonstrate the framework's utility and validate it as analytic framework that can be used as a tool for designers of PDPs to makes these programmes more effective in improving teachers' competence development.
Innovative behavior can be described as a process in which new ideas are generated, created, developed, applied, promoted, realized, and modified by employees to benefit role performance. Various ...reasons, such as rapid technological and social changes in society, underline the necessity for innovative behavior of employees and certainly of teachers. However, little research has been conducted that explores teacher innovative behavior and which factors influence this behavior or what effects can be achieved through such behavior. In this systematic literature review, we develop a preliminary model of factors that enhance innovative behavior in educational organizations. Similar to findings of studies in other human behavior fields, self-efficacy plays an important role as well as a variety of individual and environmental factors. Based on this review, we urge for more systematic research on teacher innovative behavior to enhance the future quality of education.
This study investigates beginning US elementary teachers’ competence for teaching mathematics and its development during teacher preparation and into the first 2 years of full-time teaching. Data are ...drawn from three longitudinal case studies and include the classroom video analysis survey, classroom observations and interviews about teachers’ instructional decisions, and whole-day shadowing. A multi-case study design was used to examine the processes of perception, interpretation, and decision making in participants’ comments on video clips of teaching episodes and in reflections about their own teaching. Findings support the central role of these processes in teacher competence and the generative power of reflections revolving around student thinking and tools, such as classroom discourse and visuals. Teachers’ communities also played an important role in teachers’ decision making. A model of teacher competence from a situated perspective is proposed and the classroom video assessment is discussed as a measure of teacher competence in context.
The term ‘digital resources’ is increasingly used in educational research to describe the specific knowledge and skills that constitute teachers’ professional digital competence. Educational policy ...documents, including the European Framework for the Digital Competence of Educators (DigCompEdu), deploy the term to reaffirm teachers’ need for special skills in using digital resources. However, educational research literature presents inconsistent views of the term, restricting its effective use in further research and the promotion of associated skills among pre-service and in-service teachers. To clarify the term ‘digital resources’ and support future research related to its application especially in empirical research on teachers’ professional digital competence, this systematic review aims to analyse the definitions of digital resources as a scientific term in 23 articles and to examine and compare the facets and aspects of digital resources. Finally, we derive a definition from the various perspectives and discuss the implications for the definition of digital resources as an aspect of teachers’ professional digital competence.
We are experiencing a serious health crisis due to COVID‐19 that has a major impact on the field of education. The educational system therefore needs to be updated and innovated, with the addition of ...digital resources, to adapt the teaching and learning processes to students with disabilities. To meet the goal of high‐quality education, teachers must have adequate digital competence to face the educational demands that are placed on them. Therefore, the purposes of this study are: to know the teachers' knowledge about digital resources to support students with disabilities (O1); at each educational stage (O2), identify the variables that have a significant impact on the acquisition of teacher competence (O3); propose a selection of useful ICT resources for each type of disability (O4). An ex post facto design was used with 1194 teachers from Andalusia (Spain). The results showed the medium‐low level of the teaching staff, especially in the higher education stage. In addition, gender, motivation, attitude and having students with special needs are determining factors in the development of teacher knowledge. The results highlight the urgent need for teachers to be trained in digital resources. We hope that the range of resources proposed in this study will help teachers enhance their teaching practice.
Practitioner notes
What we already know about this topic
Teachers have to find and adapt educational technology to achieve a higher level of success in students with disabilities.
The use of ICT resources by teachers acts as a bridge to promote learning in students with disabilities.
What this paper adds
Identification of those predictors that significantly influence the acquisition of digital competence in teaching staff at various stages of education: gender, educational stage, motivation, attitude towards technologies and having students with specific educational support needs.
A proposal of didactic applications is provided to address the different types of functional diversity.
Implications for practice and/or policy
It is essential that training plans on digital competence are established to assist students with functional diversity in their different learning stages. In this sense, personalised training itineraries or TMOOCs can be of major assistance.
Expansion of the study sample (macro level) to identify digital factors, which affect the acquisition of the digital competence of the teaching staff to support their students' disabilities.
Change regarding the type of diagnosis through self‐perception tests, such as those presented by these models, and subsequent work in other fields such as e‐portfolios of evidence or instruments in the form of problem solving.
Across the world, there have been many policy developments in and reviews of inclusive education (IE) but what appears to be missing is an up to date and thorough review of IE in general. What is ...required is a synopsis of previous reviews to help guide future practice and research. The aim of this paper is to analyse existing reviews of IE regarding (1) which themes have been studied, (2) what can be learned from these reviews and (3) what gaps there are in the research that can be addressed. Published reviews were identified through a systematic search using the Education Resource Information Center (ERIC) and Web of Science (WoS) databases. A thematic analysis of 26 reviews revealed five main themes: attitudes towards IE, teachers' professional development in IE, IE practices, student participation and critical reflections on IE research. The conclusion is that for the implementation of IE, it is vital that there is professional development for teachers regarding evidence-informed IE practices which would lead to successful teacher experiences. In addition, suggestions for research into the attitudes of all students, with and without special educational needs, and school leaders are made, as well as some suggestions regarding students' academic participation in IE.
The problem of teacher competence is still a classic that occurs at the level of teacher competency test results which are still below the minimum provincial average set. This situation becomes the ...focus of the problem that needs to be found a way out. One of them is the driving teacher program launched by the Minister of Education and Culture. The purpose of this study was to analyze the concept and content of the implementation of driving teachers as a means of continuous professional development. This study uses a qualitative approach. Research informants were selected by the purposive sampling technique. The data collection process was carried out by in-depth interviews, documentation studies, and field notes. Data analysis was carried out by referring to the Miles and Huberman model. To ensure the validity of the data, researchers used triangulation techniques and increased the persistence of researchers in analyzing the documents found. The results show that the concept of guru penggerak program is directed so that teachers can become leaders, instructors, and motivators for their colleagues by providing training content in the form of activities that encourage the birth of a positive community that not only provides up-to-date information but also provides experience in solving learning problems. naturally, so that this becomes a valuable experience for the teacher. so that the guru penggerak program can be a means of developing teachers' social competence, but also allows them to develop their professional abilities.
Digital competence is a key aspect to be taken into account in training at all stages. It is especially necessary to emphasize higher education stages and specifically on initial teacher training, as ...future teachers have the responsibility to promote these competencies and to be the first to introduce them into their programs. However, for this to happen, they must have previously established a framework of reference on which to train in digital competence, and they must be prepared to transmit this knowledge in this context that framework is DigCompEdu. For this reason, in the present research a correlational study is carried out with a retrospective ex-post-facto design to analyse the digital competencies of future teachers in the Faculty of Education Sciences at the University of Granada.The main results of the research carried out are that the self-perceived digital competence varies according to the sex of the students, being more positive in the case of men, while other factors such as the course or degree do not have a significant relevance. However, the majority of students at the Faculty of Education of the University of Granada have a self-assessed level of B1 as their level of digital competence, which is insufficient for transmission to future generations. This is also maintained because, according to the students, spaces, and training related to this aspect are not generated, although there are disparities according to the degree of this thinking.
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