University Teacher Professional Development in the Digital World

Lopukhova, Julia; Makeeva, Elena

doi:10.1007/978-3-030-11935-5_49

Cited by 8 publications

(4 citation statements)

References 4 publications

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“…Therefore, an existing teacher training program needs upgrading to support teachers working globally. This idea is also supported by the findings of J. Lopukhova and E. Makeeva describing new and valid methods to increase the effectiveness of university teacher professional development in the digitalized world (Lopukhova & Makeeva, 2019).…”

Section: Literature Reviewmentioning

confidence: 64%

Development of a Professional Training Course to Enhance PJBL Competencies of Teachers at a Technical University

Gradaleva

Polukhina

2020

SIE

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The research is aimed at designing a professional development course where special emphasis is laid upon teacher preparation for international project activities. A poll has been conducted to find out whether technical university teachers are inclined to using project-based learning (PJBL) in the classroom. It shows that in reality most of them don’t have a holistic view of the approach. They mention the lack of a methodological base, language skills and ICT practice to integrate innovative techniques into their teaching. It becomes obvious that there is a need to rethink the design of teacher preparation to cultivate educators who are able to demonstrate PJBL practices and be effective in preparing students for the project-based world. To better understand the ways of orienting teachers toward the project-based approach a set of teacher competencies has been specified. It comprises motivation, personal qualities and models of behavior that help an educator make the transition to new methods of teaching, methodological knowledge, XXI century skills (critical thinking, creativity, collaboration, communication, problem-solving, decision making), transnational communicative competencies (linguistic, rhetoric, cultural, media). These components serve as a basis for the professional development course content. As a result, it is proposed to include three major units for training: PJBL Methodology; Professional English and Intercultural Communication; Information and Communication Technologies.

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Section: Literature Reviewmentioning

confidence: 64%

Development of a Professional Training Course to Enhance PJBL Competencies of Teachers at a Technical University

Gradaleva

Polukhina

2020

SIE

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“…2) Type 2. Additional Free Courses organized by the LIC&RFL Department and its foreign partners from Zuyd University (all on a free basis and on a voluntary basis for teachers but held outside their normal working hours) [19]:…”

Section: Coursesmentioning

confidence: 99%

Upgrading qualifications as a means of professional advancement and success

2020

Self Cite

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The aim of this study was to find out whether upgrading university teachers’ qualifications would enhance their professional advancement and success. To address these issues, this paper presents a research held in Samara State Technical University for three years. The participants of the study were 15 university teachers who were staff members of the Department of Linguistics, Intercultural Communication and Russian as a Foreign Language. These teachers were given an opportunity to obtain new competencies aimed at implementing the university strategy by taking additional training programmes and upgrading qualifications courses. This paper aims explores these teachers experiences and outcomes and demonstrates that professional development is not always connected with mastering teaching skills but can serve as a means of promoting university strategy and achieving personal goals.

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“…In a study conducted by Balyer & Oz (2018), it is emphasized that for narrowing digital divide, the most significant function of teacher education should be the provision of necessary welldesigned training to teacher educators, administrators and students for digital transformation. As suggested by Lopukhova & Makeeva, (2018), an ingenious and well-executed professional development program must be considered as an indispensable element of teacher education which may support educators to develop the digital literacy, digital competencies and e-Teaching skills that are prerequisite to elevate and progress in the 21st century.…”

Section: Introductionmentioning

confidence: 99%

Digital Transformation of Teacher Education by Bridging Digital Divide between Teacher Educators and Prospective Teachers

Aysha Khalil, Nasim Ishaq & Andayani Boedihartono

2023

JCTE

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Digitalization has profoundly transformed the organizational processes,activities, experiences and teaching-learning models to fully persuade theshifts and prospects of a blend of digital technologies and their elevatingeffects across whole education sector in an ordered, strategic andhighlighted way. Teacher education is highly influenced by the digitaltransformation globally. In Pakistan, it is imperative to digitallytransform teacher education so that by overcoming the current prevailingchallenges. Digital divide is one of the biggest challenges predominatedin teacher education which necessitates to be bridged for meetinglearning needs of prospective teachers. This research study wasconducted to analyze the need and ways to bring digital transformation inteacher education by bridging the digital divide between teachereducators and prospective teaches. The study was descriptive in naturewhich followed quantitative method whereas sample of this studycomprised of prospective teachers and teacher educators from educationdepartments of three universities of Lahore. The study revealed that thereis a dire need to bring digital transformation in teacher education, whilethere exists a prominent digital divide where prospective teachers arecomparatively more superior in digital competencies and digital literacy.It was also found that digital transformation and digital divide are closelyrelated and occurrence of digital transformation is dependent uponapplying strategies to bridge digital divide. The study suggests that ifteacher education institutions employ some digital divide-bridging strategies like e-Training, digitization of curriculum, enhancing digital infrastructure and devising digital strategies, it is possible to beget digital transformation in teacher education.

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University Teacher Professional Development in the Digital World

Cited by 8 publications

References 4 publications

Development of a Professional Training Course to Enhance PJBL Competencies of Teachers at a Technical University

Development of a Professional Training Course to Enhance PJBL Competencies of Teachers at a Technical University

Upgrading qualifications as a means of professional advancement and success

Digital Transformation of Teacher Education by Bridging Digital Divide between Teacher Educators and Prospective Teachers

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