Multidisciplinary digital competencies of pre-service vocational teachers

Abstract

Developments of Industry 4.0 require a set of multidisciplinary digital competencies for future vocational teachers, consisting of specific knowledge, motivational aspects, cognitive abilities and skills to fulfill the demands of digitally interconnected work situations. The competence model that is adapted from future work scenarios of vocational apprentices in Industry 4.0 includes attitudes towards digitization and handling of digital devices, information literacy, application of digital security standards, virtual collaboration, digital problem solving as well as a demonstration of reflective judgment of one’s actions in an interconnected and digital environment. Structural equation modeling was used to assess N = 205 pre-service vocational teachers between 18 and 35 years of age. The findings indicate the relationship of the proposed dimensions, measured through external- and self-assessments validate the proposed structure of the multidisciplinary digital competencies. However, attitude towards digitization can predict the self-efficacy of the relevant Multidisciplinary Digital Competencies but not the actual achievement in an external assessed scenario. Nevertheless, this study confirms that self-assessed multidisciplinary digital competencies can predict achievement in an external and qualitative-assessed competence test. Fit indices show an acceptable model conception, the reliability and construct validity of the model were confirmed. Findings suggest that the attitude towards digitization and the application of digital security standards are important, whereas the ability to solve digital problems seems to have a weak relation to the general multidisciplinary digital competencies of pre-service vocational teachers.

Impact of ICT integration on the development of vocational high school teacher TPACK in the digital age 4.0.

“…For example, according to research conducted by Roll & Ifenthaler (2021) on the multidisciplinary digital competence of pre-service vocational teachers, teacher attitudes toward digitalization can predict self-efficacy in relevant multidisciplinary digital competencies, but not actual achievement in those competencies. As a result of a lack of accomplishments, Vocational High Schools began to grow in the academic and professional arenas to prove their worth.…”

Teacher Trainees' Experiences of the Components of ICT Competencies and Key Factors in ICT Competence Development in Work-Based Vocational Teacher Training in Finland

“…Teachers' ICT competencies and competence development have been conceptualised in a variety of ways (e.g., Almerich et al, 2016;Ferrari, 2013;Koehler & Mishra, 2009;Roll & Ifenthaler, 2021). These ICT competencies encompass a set of ICT-related skills, knowledge, and attitudes (Hämäläinen et al, 2021).…”

“…The competencies in question include technological and pedagogical components, with each of them being associated with the teaching context and content, as well as with a changing society (Industry 4.0: See also Ferrari, 2013;Koehler & Mishra, 2009;Teo et al, 2021). The technological component of the ICT competencies includes the skills needed to use computers, mobile devices, and applications (Almerich et al, 2016;Lindsay, 2016; see also Roll and Ifenthaler's (2021) multidisciplinary competence model for vocational teachers). Along similar lines, Guzman and Nussbaum (2009) highlight an instrumental/technological component within teachers' ICT competencies, arguing that teachers must develop ICT-handling abilities, including both software and hardware use.…”

“…This phenomenon is setting new requirements for ICT competencies, including those within vocational education and training (VET) and its teaching (Teo et al, 2021). Teachers' ICT competencies and their development have been widely examined (Almerich et al, 2016;Instefjord & Munthe, 2017;Koehler & Mishra, 2009;Roll & Ifenthaler, 2021). However, in-service VET teachers have been somewhat overlooked, despite the fact that this group of teachers plays a crucial role in preparing VET students for increasing digitalisation in working life.…”

Digitalisation in the Curricula of Vocational Schools: Text Mining as an Instrument of Curricula Analysis

“…The CDW are expanded for the vocational school, emphasizing the requirements of the future workplace. This includes tools of the industry 4.0 (Roll & Ifenthaler, 2021), self-management, global thinking, data security and data privacy, project based work processes as well as the critical reflection on the influence of digitalisation on living and work environments. The strategy concept of the KMK represents a comprising set of requirements for the future development of school curricula for the schools in Germany.…”