Professional development in teacher digital competence and improving school quality from the teachers’ perspective: a case study

Cervera, Mercè Gisbert; Cantabrana, José Luis Lázaro

doi:10.7821/naer.2015.7.123

Cited by 59 publications

(48 citation statements)

References 12 publications

(9 reference statements)

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“…It is also considered to be something that comprises a combination of a set of technical and procedural, cognitive, and socio-emotional skills which are necessary for living, learning, and working in a digital society (Cervera, 2015). A number of studies define that the notion of information competence is associated with computer literacy, digital competence, information culture, e-skills, technology training (Ferrari, Brečko, & Punie, 2014;Cervera & Cantabrana, 2015) The aim of this study is to explain the importance to enhance information competence of future EFL teachers and to explicate the possibilities to develop it during the study of specialised disciplines in English.…”

Section: Introductionmentioning

confidence: 99%

The Development of Future Efl Teachers’ Information Competence in Professional Training

Bondaruk

2017

Adv Educ

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The article explicates the significance of the development of future EFL teachers' information competence for their professional career and investigates the possibility to improve this competence in studying English. It also reveals the relations between information competence and professional development of future EFL teachers and proves that information competence has become the important one for life-long education of EFL teachers. It depicts that the information competence influences the professional level of future EFL teachers, their creative skills and abilities. In the article, compulsory and optional courses in the system of the teacher education for the development of information competence are analysed. It examines the importance of the use of information technology during professional training, as it solves not only the task to improve future EFL teachers' education but the development of the information competence of new generation school teachers. It proves that digital technologies influence the development of new ways of teaching and learning English, form new professional characteristics of EFL teachers; create new key competences for lifelong learning of future professionals. It deals with the problem that the lack of adequate access to the information and communication technology has the influence on the development of highly skilled professionals in the sphere of English language education.Keywords: future EFL teachers; information technologies; communication; professional training; professional development; information competence. IntroductionThe modern world is placed on the verge of a real revolution that can change people's life fundamentally and substantially -their style of living, working, resting, as well as their philosophy of living in general. This process is called "information revolution". It means that the rapid development of information technologies deals with unlimited possibilities to use the fantastic achievements of science and technical devices everywhere. Informatization occupied every sphere of social activity: from daily routine to international relationships, from tourism to manufacturing relationships. Today we can observe the rapid technological change and proliferating information resources. The process of informatization has become an inevitable part of various spheres of vital activities in a digitised and networked world.Under previously mentioned conditions, the necessity of transformation processes in the system of professional study and development of future EFL teachers arises. It is clear that a well-qualified EFL teacher of the 21st century needs professional knowledge, skills and experience, and also should be ready to "recognise when information is needed and have the ability to locate, evaluate, and use effectively the needed information" (American Library Association, 2000, p. 2).The present time requires the immediate solution of a set of educational problems connected with real demands of a labour market: youth preparation to new conditions of life, ...

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Section: Introductionmentioning

confidence: 99%

The Development of Future Efl Teachers’ Information Competence in Professional Training

Bondaruk

2017

Adv Educ

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“…It has been documented that teachers' sense of personal ability determined how they handled the challenge of integrating new technology (Cervera & Cantabrana, 2015), while perceived self-efficacy and computer anxiety are often predictors of technology use (Machado a& Chung, 2015). These efficacy issues may impact the teachers' image or status if they are perceived to be incompetent.…”

Section: Discussionmentioning

confidence: 99%

“…Active resistance often comes in the form of ignoring resources, mandates, complaining about technical support, etc. These are usually teachers that need more hands on, school-based and supportive professional development, because teachers with a positive perception of improving their own teaching ability, persevere in innovative activities (Cervera & Cantabrana, 2015). Supportive professional development should therefore include: training topics developed from school needs and results, teacher choice in how the innovation is used, technical support for clearer implementation, direct alignment to the teacher assessment system so that feedback and praise can be included, and development of a positive outlook of change within the organizational culture.…”

Section: Discussionmentioning

confidence: 99%

Technology-Based Professional Development: The Case of Elementary School Teachers in Belgrade

Joksimović¹,

Robertson

Đokić

et al. 2018

Manage: J. Sustainable Bus. Manage, Solutions Emerging Econ.

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Research question: This paper investigated the correlation between the perceptions of strategies that affect professional development and the obstacles to successful implementation of technology-based professional development. Motivation:The research sought to determine elements that make professional development effective in the eyes of teachers, so that they may be more apt to use what they learn in classroom practice. The concept draws upon the TPACK framework while discussion and recommendations draw upon the UTAUT stages that teachers pass through when faced with new innovations. This study looks at the variables of a) time spent teaching, b) level of education, c) knowledge/use of computers, d) class preparation, and e) technology seminars of survey participants, to determine what demographical characteristics may have an impact on certain belief patterns surrounding professional development and technology use. Idea: The idea of this study is to look at the effectiveness of professional development to integrate technology into classroom practice and to allow for recommendations for improved technology-based professional development. Data: Data collected from a paper-based survey was completed by elementary school teachers in the school district of the city of Belgrade, Serbia. Tools: To explore possible correlations and to measure the strength of the relationship between nominal variables in this study, a non-parametric Spearman coefficient was used. Findings: This study has found that educational experiences and practice using technology do correlate with self-efficacy, willingness to use technology and active resistance of professional development experiences. Contribution: The results call for more technology support and communities of collaboration to implement effective professional development and may help educational leaders in Serbia to develop effective technology-based professional development programmes.

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“…It is relevant that the students identify the technological competences as one of the main types of knowledge that characterize the teacher of the future, since indeed that is a key competence in education (Ayala, 2011;Cabero, 2015;Cervera & Lázaro, 2015;Ilomäki, Kantosalo, & Lakkala, 2010;Leu, Kinzer, Coiro, & Cammack, 2004;Pelagajar, 2015;Quesada & Tejedor, 2016;Roblizo & Cózar, 2015;Sancho & Padilla, 2016;Teo, 2009). …”

Section: Discussionmentioning

confidence: 99%

The future of the teaching profession from the perspective of students with a Major in Education

Céspedes

Gutiérrez

2017

J. New Approaches Educ. Res.

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The article offers the results obtained in a study where, through the application of a survey and the development of a discussion forum with students from education majors, information about their perceptions with regard to four axes related to the future of the teaching profession was obtained, as follows: the teacher profile, the student characteristics, the participation of the family and the community in the education process and the curricular changes. From the study, it can be observed that the family and the community are perceived as the organizations with greater trends towards change as a consequence of the technological development and the globalization processes of societies, whilst the teacher profile, the concept of student, of school and curricula, tend to remain within the status quo. The perceptions shown by the future teachers who participated in the study demand relevant changes in the training processes of the education professionals.

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Professional development in teacher digital competence and improving school quality from the teachers’ perspective: a case study

Cited by 59 publications

References 12 publications

The Development of Future Efl Teachers’ Information Competence in Professional Training

The Development of Future Efl Teachers’ Information Competence in Professional Training

Technology-Based Professional Development: The Case of Elementary School Teachers in Belgrade

The future of the teaching profession from the perspective of students with a Major in Education

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