Leading transformative professional learning for inclusion across the teacher education continuum: lessons from online and on-site learning communities

Brennan, Aoife; Gorman, A. Laurel

doi:10.1080/19415257.2023.2238717

Cited by 5 publications

(1 citation statement)

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“…This should involve collaborative inquiry characterized by critical dialogue and public sharing of work as well as discussions of, and revisions to, the programme's shared vision. In order develop the beliefs, digital competence, and practice of HEI tutors, it is proposed that professional learning communities be established [100]. Such communities would ideally be aligned to a digital competence framework, such as DigCompEdu [33], so as to maintain an emphasis upon pedagogical uses of digital technology.…”

Section: Hei Tutorsmentioning

confidence: 99%

All the World’s a Stage: Examining the Actors That Influence the Development of Primary Pre-Service Teacher Digital Competence in the Republic of Ireland

Moynihan,

Gorman,

Leahy

et al. 2023

Education Sciences

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In accordance with contemporary educational policy, changes have been made to the requirements of initial teacher education (ITE) with the aim of promoting the development of digital competence among pre-service teachers (PSTs). This paper explores what it means for a primary PST to develop digital competence and posits that programmes of ITE should develop the digital teaching competence of PSTs, alongside positive attitudes toward digital technology use. This is a complex and under-researched process involving multiple actors, including higher education institution tutors, school placement tutors, and cooperating teachers. This research gap is addressed within this paper by examining these actors and unpacking the key issues which may prevent PSTs from developing and enacting digital teaching competence. It appears there is a lack of alignment across these actors, which may negatively impact the digital competence of PSTs. Consequently, we propose that the conceptualization of digital competence across programmes of ITE needs to be brought into alignment. Actions including the establishment of a shared vision of pedagogical use of digital technology, formal induction, and ongoing transformative professional learning for all actors across a programme of ITE are proposed if PSTs are to be enabled to develop the digital competence required by policy.

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Section: Hei Tutorsmentioning

confidence: 99%