Newly qualified teachers’ professional digital competence: implications for teacher education

Guðmundsdóttir, Gréta Björk; Hatlevik, Ove Edvard

doi:10.1080/02619768.2017.1416085

Cited by 353 publications

(281 citation statements)

References 58 publications

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“…In this sense, in both cases the younger teachers indicated having more knowledge. Previous research has already confirmed these findings (Alqurashi et al ., ; Gudmundsdottir & Hatlevik, ). This could be explained by the younger teachers being closer to the end of their studies, and the recent addition to the curriculum of training elements on the use of ICT with people with disabilities.…”

Section: Discussionmentioning

confidence: 99%

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Knowledge and degree of training of primary education teachers in relation to ICT taught to students with disabilities

Batanero¹,

Cabero‐Almenara²,

López³

2018

Brit J Educational Tech

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The integration of Information and Communication Technologies (ICT) into the inclusive classroom requires competent teaching staff from both the technological and pedagogical points of view. Within this context, and with the aim of looking at one of these theoretical premises, this study aimed to identify the degree of training and technological knowledge of primary school teachers in Spain with respect to the use of ICT with individuals with disabilities (functional diversity). A descriptive ex post‐facto research method was used, where the sample comprised 777 teachers. An ad‐hoc questionnaire was used as the data‐collection instrument. The results revealed the low skill levels of the teachers with respect to the use of ICT with students with disabilities, where the level of training of the teaching staff was determined by personal (gender, age), professional (teaching experience) or educational (qualifications) variables. The findings of this study point to the need for teacher training that instructs teachers on the use of ICT in order to favour the learning and educational innovation of students with disabilities.

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Section: Discussionmentioning

confidence: 99%

“…Also, Cabero and Martín (2014) argue that younger teachers have greater knowledge, and also, Alqurashi et al (2017), Gudmundsdottir and Hatlevik (2017) indicate that the recently-qualified (recent graduates) feel more confident about integrating this technology.…”

Section: Introductionmentioning

confidence: 99%

Knowledge and degree of training of primary education teachers in relation to ICT taught to students with disabilities

Batanero¹,

Cabero‐Almenara²,

López³

2018

Brit J Educational Tech

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“…The variety and complexity of the professional competences and support needs set challenges for both pre-service teacher education and induction (see, e.g., Ben-Peretz and Flores 2018, Gudmundsdottir andHatlevik 2018, Livingston 2012). Preservice programmes should already be aware of the widening role of teachers.…”

Section: Discussionmentioning

confidence: 99%

Teachers’ changing work and support needs from the perspectives of school leaders and newly qualified teachers in the Finnish context

Harju

Niemi

2018

European Journal of Teacher Education

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Teachers operate amidst continuous societal changes that transform schools. In response, teachers must acquire wide-ranging professional competences to work in complex school situations while cooperating with numerous partners both within and outside the school. This study examines how teacher growth and the new demands of the teaching profession appear from the perspectives of school leaders and newly qualified teachers. The aim is to investigate in which professional competences new teachers require support at the beginning of their careers. After presenting various theoretical reflections, we analyse the empirical data of Finnish school leaders (N = 104) and new teachers (N = 145) using quantitative and qualitative methods. The results indicate that new teachers particularly require support when working with diverse student groups and in order to provide holistic support for students' learning. New teachers also need support in facing conflict situations in schools and in working with partners, both within and outside the school community. The results provide important knowledge for the induction phase of teachers' careers.(2018) summarised the core competences generally considered important for twentyfirst-century citizens. These competences include creativity, innovation, critical thinking, problem-solving capabilities, communication skills, collaboration, information and digital literacy, conflict resolution, and social and inter-cultural skills. These kinds of competences are more generic than typical subject matter-based objectives and thus require teachers to master new kinds of skills (see, e.g., Saavedra and Opfer 2012).Schleicher (2012) argued that the learning of routine cognitive skills is no longer relevant because these skills are easy to digitise, automate, and outsource. Instead, teaching more complex knowledge and skills that support students' deep understanding is essential. Teachers play an important role in students' lives and futures. According to Darling-Hammond (2010) and Wei et al. (2009), to best support students' learning processes, teachers' professional development should be organised in such a way that it may enhance twenty-first-century learning and strong professional practice. Newly qualified teachers at the beginning of career-long developmentNewly qualified teachers (NQTs) immediately face numerous professional demands upon starting work. Several studies have addressed the significance of the first working years (e.g., Engvik and Emstad 2017; Kearney 2015; Voss et al. 2017), known as the induction phase (Geeraerts et al. 2015). While this period is vital for teachers' lifelong professional development (Geeraerts et al. 2015), it can also cause emotional exhaustion (Voss et al. 2017), partly because teacher-education programmes cannot fully prepare NQTs for the realities of the profession (Heikkinen, Jokinen, and Tynjälä 2008).According to Fransson and Gustafsson (2008), this failure results from the everchanging character of teachers' work as well as the very nature of knowledg...

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“…La mayor parte de trabajos de investigación sobre competencia digital se centran en instrumentos de autopercepción del profesorado sobre sus niveles de competencia y trabajos sobre el uso de las TIC (Prendes, 2010;Prendes, Castañeda y Gutiérrez, 2010;Gisbert, Espuny y González, 2011;Roig y Pascual, 2012;Marcelo, Yot y Mayor, 2015;Gutiérrez y Serrano, 2016;Boudet, 2017;Hatlevik, 2017;Gudmundsdottir y Hatlevic, 2018;Tourón, Martín, Navarro, Prados e Íñigo, 2018). Estos estudios presentan instrumentos de medida basados en la autopercepción y en ellos se pone de manifiesto la relación entre la percepción de competencia con el uso de las TIC en la enseñanza.…”

Section: Certificación Versus Autopercepciónunclassified

Certificación de la Competencia Digital Docente: propuesta para el profesorado universitario

Cuartero

Espinosa

Porlán

2019

RIED

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La medida y certificación de la competencia digital es un tema sobre el que se viene trabajando desde hace unos años pero que está cobrando una mayor importancia desde que se plantea su importancia en la Agenda Digital para Europa en el marco de la Estrategia Europa 2020 (Comisión Europea, 2014). En el caso del profesorado en general -y del profesorado universitario en particular-, la competencia digital es clave en el desempeño de su profesión, sobre la que se han realizado muchos trabajos y se han aplicado instrumentos que permiten su medida desde el punto de vista de la autopercepción, pero no para la certificación. Este artículo hace una revisión de las iniciativas y mecanismos que diferentes organismos y entidades han puesto en marcha para acreditar la competencia digital. Esta búsqueda es el resultado del estudio del estado del arte en el marco de una investigación cuyo objeto principal es diseñar una prueba de certificación de la competencia digital del profesorado universitario. Tras esta búsqueda se presentan los diferentes instrumentos de certificación entre los que solo dos de ellos se centran en la competencia digital docente, uno de ellos el elaborado por el INTEF (2017a) y otro que en estos momentos se encuentra en proceso de validación en el marco de nuestra investigación, siendo además este último el único instrumento existente en nuestro contexto destinado a certificar la competencia digital del profesorado universitario con las particularidades que conlleva este tipo de docente.

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Newly qualified teachers’ professional digital competence: implications for teacher education

Cited by 353 publications

References 58 publications

Knowledge and degree of training of primary education teachers in relation to ICT taught to students with disabilities

Knowledge and degree of training of primary education teachers in relation to ICT taught to students with disabilities

Teachers’ changing work and support needs from the perspectives of school leaders and newly qualified teachers in the Finnish context

Certificación de la Competencia Digital Docente: propuesta para el profesorado universitario

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