Compétences numériques chez les futurs enseignants marocains en formation initiale : enjeux épistémologiques

Benali, Mourad; Azzimani, Toufik; Kaddouri, Mehdi; Boukare, Mohammed

doi:10.18162/ritpu-2018-v15n3-03

Cited by 17 publications

(18 citation statements)

References 22 publications

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“…Regarding the variable years of experience and age in relation to level of digital competence, some studies have reported that, with more years of teaching experience, teachers were more likely to have higher digital competence (Benali et al, 2018) while others studies found a negative correlation (Lucas et al, 2021). In a more in-depth analysis, Fernández-Batanero et al (2019) examined the level of digital competence of 777 inservice teachers concerning the use of ICT resources to assist students with disabilities.…”

Section: Related Work and Significant Variablesmentioning

confidence: 99%

Identifying predictors of digital competence of educators and their impact on online guidance

Guillén‐Gámez

Linde-Valenzuela

Ramos

et al. 2022

RPTEL

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In the current socio-health situation, new educational challenges have emerged, such as the need to implement a virtual tutorial action. Therefore, this study has three objectives: (1) to investigate the level of digital competence that early childhood and primary school teachers possess to carry out quality online tutorial actions; (2) to analyse whether there are differences in use at both education stages; and (3) to identify which variables significantly affect the development of this competence at each educational stage. For this purpose, an ex post facto design was used, based on the survey technique, by means of non-probabilistic purposive sampling. The final sample consisted of a total of 1,069 educators working at the early childhood and primary education stages, from all over Spain. The results showed acceptable digital competence, with higher scores in the primary education stage, which may be due to characteristics of the students and the education stage itself, rather than to teachers’ digital competences. On the other hand, it was found that the virtual tutorial action tasks are significantly influenced in the early childhood education stage by blogs, WhatsApp, Facebook, and number of tutoring hours per month with families, while for the primary stage they are influenced by blogs, WhatsApp, Twitter, ClassDojo, Moodle, tutoring hours, number of tutoring hours per month with families, and sex. Based on these results, there is an obvious need for educational institutions to continue to develop teacher training in relation to the use of resources to carry out adequate tutoring actions and thus increase the diversification in the use of resources.

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Section: Related Work and Significant Variablesmentioning

confidence: 99%

Identifying predictors of digital competence of educators and their impact on online guidance

Guillén‐Gámez

Linde-Valenzuela

Ramos

et al. 2022

RPTEL

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“…This implies that teachers need to have the professional qualities, as well as the personal qualities, knowledge, abilities, and attitudes, appropriate for teaching in a variety of circumstances (Caena & Redecker, 2019;Thibaut, Knipprath, Dehaene, & Depaepe, 2018). It is anticipated that educators would also have the necessary digital skills (Benali, Kaddouri, & Azzimani, 2018;Zabolotska, Zhyliak, Hevchuk, Petrenko, & Alieko, 2021).…”

Section: Teachers' Competenciesmentioning

confidence: 99%

Competencies of Teachers in Game-based Pedagogy

2023

pegegog

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Learning in the twenty-first century is becoming more dependent on the use of digital tools and interactive media. Teachers play a crucial role in creating game-based learning procedures and enhancing learning and motivation. The aim of this article is to determine what kinds of expertise educators could require to effectively use game-based education (GBP). This study was done with 14 schools in East Java and their partner schools that took part in the GBP network initiative from 2017 to 2020. Two or three instructors at each school serve as the "core participants" who disseminate their knowledge to their colleagues. After collecting data via teacher documentation, theme interviews, and questionnaires, this research used qualitative content analysis to draw conclusions. The fields of pedagogy, technology, collaboration, and creativity were defined as the four key domains of competency. Researchers found that teachers' collaborative skills (whether intra-school or inter-school collaborations or networks with other teachers and key actors) were crucial to the success of the GBP's implementation. The findings may be used to improve pre-service and in-service teacher education and training, since teachers' game-based learning abilities will increasingly form an important part of their professional toolkits.

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“…Les enseignants expriment un niveau de confort au-dessus de la moyenne dans l'utilisation au quotidien des TIC 2 (web social, courriel, traitement de texte, installation de logiciels, etc.) (Benali et al, 2018), même s'ils ne se considèrent pas au seuil de maîtrise d'expert ou « bon » . Néanmoins, ceux-ci ne peuvent pas efficacement intervenir dans les tâches visant la résolution de défaillances techniques dans le fonctionnement d'un système informatique comme l'indique le score moyen proche du degré 3 « passablement confiant ».…”

Section: Figureunclassified

Teachers' TPACK Professional Kowledge Mastering: The case of computer simulation integration in Cameroonian technical education in electronics programs

Dabove-Foueko

Ortega

2021

CJLT

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Cette contribution propose une classification des statuts de maîtrise des connaissances professionnelles activées dans l’enseignement d’un cours à l’aide de la simulation informatique. L’évaluation des domaines de connaissances réalisée s’appuie sur la catégorisation du TPACK[1] de (Mishra et Koehler, 2006) et implique 40 enseignants des lycées au Cameroun. L’analyse des données recueillies à l’aide d’un questionnaire Likert a révélé une configuration épistémologique constituée de trois statuts dominants de maîtrise des connaissances professionnelles parmi les enseignants. La classe n°1 réfère au statut de maîtrise composée majoritairement d’enseignants possédant un niveau « insuffisant ». Elle renferme les connaissances des contenus (CK), technologiques liées aux contenus (TCK) et technopédagogiques du contenu (TPCK). La classe n°2 renvoie au statut de maîtrise pour lequel la plupart des enseignants expriment un niveau « satisfaisant ». Elle adresse les connaissances pédagogiques liées aux contenus (PCK). Enfin, la classe n°3 correspond au statut de maîtrise pour lequel les enseignants se positionnent majoritairement au niveau « d’expert ». Celle-ci inclut les connaissances pédagogiques (PK), technologiques (TK) et technopédagogique (TPK). Ces résultats ouvrent la perspective d’une réflexion sur les actions à entreprendre pour développer la professionnalité des enseignants par le biais de la formation. [1] Technological Pedagogical and Content Knowledge.

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Compétences numériques chez les futurs enseignants marocains en formation initiale : enjeux épistémologiques

Cited by 17 publications

References 22 publications

Identifying predictors of digital competence of educators and their impact on online guidance

Identifying predictors of digital competence of educators and their impact on online guidance

Competencies of Teachers in Game-based Pedagogy

Teachers' TPACK Professional Kowledge Mastering: The case of computer simulation integration in Cameroonian technical education in electronics programs

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