Teacher educators’ professional agency in facilitating professional digital competence

Nagel, Ilka; Guðmundsdóttir, Gréta Björk; Afdal, Hilde Wågsås

doi:10.1016/j.tate.2023.104238

Cited by 19 publications

(3 citation statements)

References 67 publications

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“…Teachers' social involvement positively and significantly impacts student learning outcomes (Febri, 2017). In addition, the social competence of teachers also needs to be developed to enhance collaboration between teachers to encourage creativity and innovation in learning (Nagel et al, 2023).…”

Section: Benefit Following Campus Teaching Program (Km): Improving 4 ...mentioning

confidence: 99%

Empowering Future Civic Educators: Exploring the Impact of the Kampus Mengajar Program on Professional Competence Development through Nvivo Qualitative Analysis

Nurlaili,

Prasetiyo

2024

JPPKN

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The swift evolution of our era has revolutionized education, necessitating well-prepared teachers to navigate the challenges of the 5.0 society. The Teaching Campus or Kampus Mengajar program (KM) stands as a governmental initiative addressing these global challenges. This study delves into the role of the KM program within the Civic Education Study Program, specifically examining its influence on the professional competence of aspiring teachers. Employing a qualitative approach with a descriptive design, this research aims to elucidate the impact of KM on students' professional development. Purposive sampling was utilized to recruit informants, and semi-structured interviews, complemented by documentation and Focus Group Discussions (FGD), were employed for data collection. Face-to-face interactions and member checking were integral to ensuring data validity. The study unveils that the 4th, 5th, and 6th KM programs effectively propel aspiring teachers towards professionalism by fostering competencies and realizing the program's objective of enhancing literacy and numeracy in students. The findings and recommendations presented herein offer valuable insights for future researchers endeavoring to explore and develop similar studies in the realm of teacher preparation programs.

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Section: Benefit Following Campus Teaching Program (Km): Improving 4 ...mentioning

confidence: 99%

Empowering Future Civic Educators: Exploring the Impact of the Kampus Mengajar Program on Professional Competence Development through Nvivo Qualitative Analysis

Nurlaili,

Prasetiyo

2024

JPPKN

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“…Asimismo, emerge entre las respuestas obtenidas la valoración del espacio de formación como agencia (Nagel et al, 2023), es decir, describen a la experiencia educativa como un contexto en el cual pudieron tomar decisiones y hacer interactuar diversidad de conocimientos referidos al campo profesional, didáctico, de las artes, social y tecnológico, a la par de desarrollar nuevas competencias digitales.…”

Section: Experiencia De Aprendizaje Transformadoraunclassified

Promoción de la agencia digital en la formación de futuros docentes

Rigo,

Rovere

2023

RIE

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La investigación tuvo como objetivo central comprender cómo los estudiantes, futuros profesores del Profesorado y la Licenciatura en Educación Inicial, se percibieron en relación a la agencia digital, es decir, la capacidad de adaptarse a un mundo digital, tras participar de una experiencia educativa mediada por el uso de las Tecnologías del Empoderamiento y la Participación, en específico los códigos de respuestas rápidas. Se desarrolló un estudio de corte cualitativo, en el que participaron estudiantes universitarios de Argentina (n=22), seleccionados a partir de un muestreo por conveniencia, utilizando el cuestionario como instrumento de recolección de datos. Los resultados muestran que los estudiantes valoran la importancia de generar contextos agenciales para el desarrollo de la competencia, la responsabilidad y la confianza digital que, a su vez, puedan promover reflexiones en torno a las identidades profesionales construidas, así como, repensar ideas y creencias en relación a las tecnologías, empoderando e innovando a futuro sus prácticas docentes.

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“…Based on our review of the recent scientific literature [12][13][14], the development of digital competencies has become crucial in the modern educational field. Especially in the face of a challenging and constantly evolving curriculum [15], it is appropriate to use the flipped classroom strategy with MOOCs [11,[16][17][18][19] as this approach represents a change from the dynamics of traditional teaching to a more active and participatory one by offering study material, whether in the form of videos, readings, or interactive resources, prior to class [20,21].…”

Section: Introductionmentioning

confidence: 99%

Proposal for a Flipped Classroom Program with Massive Open Online Courses to Improve Access to Information and Information Literacy in Primary School Teachers

Lendínez Turón,

Ortiz Marcos,

Lorenzo Quiles

et al. 2024

Societies

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The objective of this study was to propose a teacher training program based on the flipped classroom model with MOOCs to strengthen access to information and information literacy among primary education teachers in the Lambayeque region of Peru. The non-experimental design was assumed with a quantitative approach and a propositional, descriptive type. A diagnosis was made using a questionnaire given to 917 primary school teachers. It was discovered that nearly all of the items in the questionnaire revealed a deficiency in the ability to navigate, search, and filter information, data, and digital content; the highest percentages were at the Basic level, with the exception of the item expressing information needs in an organized manner, which was at the Advanced C2 level. The lowest percentage was at the Advanced C1 level, and the majority of the lower percentages were at the Advanced level. In addition, there are competency deficiencies in the evaluation of information, data, and digital content of nearly all the items: the highest percentages were at the Basic level, with the exception of the item involving the processing of information, data, and digital content, where 26.4% were at the Intermediate B1 level and just 2.8% managed to be at the highest level, which is Advanced C2. Furthermore, when it came to storage and retrieval of information, data, and digital content competency, all the high percentages were at the Basic level, and all the low percentages were at the highest level, that is, Advanced. These findings helped us to understand that teachers have only a basic knowledge of information literacy and information competency. As a result, it is necessary to advocate for a teacher training program based on the flipped classroom model with MOOCs. This idea was supported by the opinions of five experts, who stated that its implementation would enable primary teachers of Regular Basic Education in the region of Lambayeque (Peru) to develop their access to information and information literacy competency area.

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Teacher educators’ professional agency in facilitating professional digital competence

Cited by 19 publications

References 67 publications

Empowering Future Civic Educators: Exploring the Impact of the Kampus Mengajar Program on Professional Competence Development through Nvivo Qualitative Analysis

Empowering Future Civic Educators: Exploring the Impact of the Kampus Mengajar Program on Professional Competence Development through Nvivo Qualitative Analysis

Promoción de la agencia digital en la formación de futuros docentes

Proposal for a Flipped Classroom Program with Massive Open Online Courses to Improve Access to Information and Information Literacy in Primary School Teachers

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