Teacher educators' competences in fostering student teachers’ proficiency in teaching and learning with technology: An overview of relevant research literature

Uerz, Dana; Volman, Monique; Kral, Marijke

doi:10.1016/j.tate.2017.11.005

Cited by 245 publications

(201 citation statements)

References 37 publications

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“…Enfim, como afirmam Uerz, Volman & Kral (2018), mais pesquisas são necessárias para especificar as competências que os professores precisam adquirir para usar a tecnologia para o ensino e aprendizagem, bem como identificar até que ponto os professores têm estas competências requeridas.…”

Section: As Tecnologias Digitais Na Educação E a Formação Docenteunclassified

As tecnologias digitais na formação inicial docente: um estudo nos mestrados em ensino da Universidade de Coimbra, Portugal

Nakamoto

Carvalho

2020

RSD

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Education experiences a time when the combination of small adjustments in the cultural ways of learning and teaching are no longer sufficient to face the challenges of the new generations, who are immersed in a new technological reality. Unfortunately, this reality is not assimilated by many teachers who still have difficulties and resistance in the application of these technologies in the classroom. This article has the aim to present the results of research on the acceptance and use of digital technologies by teachers and students in initial teacher training courses at the University of Coimbra, in Portugal. The methodological proposal involved the documentary analysis of teaching programs; meeting with coordinators and application of a questionnaire to teachers and students of the course. The results point to teachers and students, future teachers, aware of the potential of the technologies, using them as preparation in the teaching activities. However, the fact that they use digital technology does not guarantee that they will make the pedagogical use of technologies with students.

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Section: As Tecnologias Digitais Na Educação E a Formação Docenteunclassified

As tecnologias digitais na formação inicial docente: um estudo nos mestrados em ensino da Universidade de Coimbra, Portugal

Nakamoto

Carvalho

2020

RSD

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“…The development of the world of education requires educators to continue to innovate by constantly strengthening the four competencies that must be possessed as an educator which include personality competencies, pedagogic competencies, professional competencies, and social competencies in order to create optimal learning (Herpich & Pratoreus, 2018;Uerz, Vorman, & Kral, 2018). In addition to these four competencies, as an educator it is also required to have the skills or skills needed in the education process according to the scientific field.…”

Section: Introductionmentioning

confidence: 99%

Evaluation Model of Expertise Practice Programs for Early Childhood Educator Teachers

Junanto¹

2019

jpud

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This study aims to create a model for developing expertise evaluation programs at the IAIN Surakarta PIAUD Department. The research method used is development research (Research and Development). The results showed that the EPPK model produced had two-dimensional constructs, namely processes and products. The dimensions of the process of publishing instrument planning, implementation and output. The product dimensions are complete instruments of dance ability, musical ability, storytelling ability and artistic ability. This EPPPK model has approved the feasibility of criteria: a. has a good format (average 79.7%), b. has approved the substance of a good evaluation model (average 79.2%), c. has a good evaluation procedure (average 80%). The EPPK model has a very good success rate, it is proven that expertise program lecturers can use the EPPK model easily. The results of the evaluation using the EPPK model can provide a complete and comprehensive description of the program for conducting expertise in the Surakarta IAIN PIAUD Department. Key Words: Early Childhood Education (PIAUD), Evaluation Model, Expertise Practice Programs for Early Childhood (EPPK) References Amrein-Beardsley, A., Polasky, S., & Holloway-Libell, J. (2016). Validating Bvalue added^ in the primary grades: one district’s attempts to increase fairness and inclusivity in its teacher evaluation system. Educational Assessment, Evaluation and Accountability. Educational Assessment, Evaluation and Accountability. Borg, W. R., & Gall, M. D. (1989). Educational research. New York: Longman. Briggs, D. C., & Dadey, N. (2017). Principal holistic judgments and high-stakes evaluations of teachers. Educational Assessment, Evaluation and Accountability. Cizek, B. J. (2000). Pockets of resistance ini the assessment revolution. Educational measurement issues and practice journal, 192. Elliot, R. B. (2018). Understanding Faculty Engagement in Assessment through Feedback and Dialogues: A Mixed Methods Approach. International Journal of Evaluation and Research in Education, 7(2). Eseryel, D. (2002). Approaches to evaluation of training: Theory & Practice. Educational Technology & Society, 5(2). Hallinger, P., Heck, R., & Murphy, J. (2014). Teacher evaluation and school improvement: an analysis of the evidence. Educational Assessment, Evaluation and Accountability. Hasan, H. (2009). Evaluasi Kurikulum (II). Bandung: PT Remaja Rosdakarya. Herpich, S., & Pratoreus, K. A. (2018). Teachers’ assessment competence: Integrating knowledge-, process-, and product-oriented approaches into a competence-oriented conceptual model. Teaching and Teacher Education. Meng, L., & Muñoz, M. (2016). Teachers’ perceptions of effective teaching: a comparative study of elementary school teachers from China and the USA. Educational Assessment, Evaluation and Accountability. Ovretveit, J. (2002). Evaluation of quality improvement programmes. Quality and Safety in Health Care, 11(3), 270–275. https://doi.org/10.1136/qhc.11.3.270 Roegman, R., Goodwin, A. L., & Reed, R. (2016). Unpacking the data: an analysis of the use of Danielson’s (2007) Framework for Professional Practice in a teaching residency program. Educational Assessment, Evaluation and Accountability. Seng, K.-H., Diez, C. R., Lou, S.-J., Tsai, H.-L., & Tsai, T.-S. (2010). Using the Context, Input, Process and Product model to assess an engineering curriculum. World Transactions on Engineering and Technology Education, 8(3). Skedsmo, G., & Huber, S. G. (2016). Teacher evaluation—accountability and improving teaching practices. Teacher evaluation—accountability and improving teaching practices. Skedsmo, G., & Huber, S. G. (2018). Teacher evaluation: the need for valid measures and increased teacher involvement. Educational Assessment, Evaluation and Accountability, 30(1), 1–5. https://doi.org/10.1007/s11092-018-9273-9 Steinert, Y., Cruess, S., Cruess, R., & Snell, L. (2005). Faculty development for teaching and evaluating professionalism: From Programme Design To Curriculum Change. Medical Education. Stufflebeam, D. L. (2003). The CIPP model for evaluation. Oregon Program Evaluators Network. Uerz, D., Vorman, M., & Kral, M. (2018). Teacher educators’ competences in fostering student teachers’ proficiency in teaching and learning with technology: An overview of relevant research literature. Teaching and Teacher Education. Vrasidas, C. (2000). Constructivism Versus Objectivism: Implications for interaction, Course Design, And Evaluation In Distance Educatio. International Journal of Educational Telecommunications, 6(4). Wahyuni, A., & Kartawagirun, B. (2018). Developing Assessment Instrument Of Qirāatul Kutub At Islamic Boarding School. Jurnal Penelitian dan Evaluasi Pendidikan, 22(2).

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“…Computer and other technological tools also play an important role in the accessing to information, creating rich learning environments, responding to different learning styles of students, transferring the learned, supporting high-level thinking skills, offering students the opportunity to compare with the real-life problems, by solving problems steering students to learn science based on inquiry, cooperation, communication and support lifelong learning. The rapid developments in information technologies make it essential for countries to follow technological developments closely in order to achieve success in their education system (Akkoyunlu, 1996;Beşoluk, Kurbanoğlu, & Önder, 2010;Uerz, Volman, & Kral, 2018).…”

Section: Introductionmentioning

confidence: 99%

Investigation of Teacher Candidates’ Technology Competencies and Perceptions in Terms of Various Variables

Yazar¹

2019

JEL

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The aim of this study is to examine the teacher candidates’ technology competencies and perceptions in terms of various variables (gender, type of education, department, whether they have their own computers or not, the situation of connecting to the Internet). The study is a survey model, and the research group consists of five hundred eighteen teacher candidates studying in nine different departments in the spring term of 2018–2019 academic year at Atatürk University Kazım Karabekir Education Faculty. “Technology Perception Scale” and “Computer Competency Scale”, which is developed by Tınmaz (2004), were used as data collection tools. The Cronbach alpha value of the Technology Perception Scale was calculated as ninety-four, and the Computer Competency Scale was eighty-eight. Independent Samples “T” test and Kruskal Wallis “H” test were used for data analysis. It has been concluded that there is no significant difference in terms of technology competencies of the teacher candidates in terms of education type, department, having own computer or not, and internet connection variabilities but there is a significant difference in terms of technology competencies in terms of gender (in favor of male) and there is a significant difference in terms of perceptions of gender (in favor of men), type of education (in favor of evening education), department, whether having a computer or not (in favor of having a computer) and the variables of connecting to the Internet. 

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Teacher educators' competences in fostering student teachers’ proficiency in teaching and learning with technology: An overview of relevant research literature

Abstract: h i g h l i g h t s Literature on teacher educators' competences as role models is scarce. Four domains of competence for teacher educators can be identified. Most research focuses on competences to teach with technology. Research on teacher educators' level of competences is limited.

Cited by 245 publications

References 37 publications

As tecnologias digitais na formação inicial docente: um estudo nos mestrados em ensino da Universidade de Coimbra, Portugal

As tecnologias digitais na formação inicial docente: um estudo nos mestrados em ensino da Universidade de Coimbra, Portugal

Evaluation Model of Expertise Practice Programs for Early Childhood Educator Teachers

Investigation of Teacher Candidates’ Technology Competencies and Perceptions in Terms of Various Variables

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