Veteran teachers and digital technologies: myths, beliefs and professional development

Monteiro, Angélica; Mouraz, Ana; Dotta, Leanete Thomas

doi:10.1080/13540602.2021.1900809

Cited by 16 publications

(11 citation statements)

References 25 publications

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“…The second is the ability shown by teachers to address the requirements of changing contexts and tasks, which involves observing the different challenges they have faced and acting according to the demands of a profession in which change is a constant throughout their careers. The interviewed teachers considered that the use of ICT had benefits, but also added difficulties, similar to what was reported by Bjørgen et al ( 2021 ) and Monteiro et al ( 2020 ). The teaching task has irrevocably changed over the last few years, constantly evolving to higher demands ( Weisberger et al 2021 ).…”

Section: Discussionsupporting

confidence: 66%

“…Therefore, different beliefs and opinions formed for veteran and novice teachers show a generational difference; however, consensus and a conceptual framework are still lacking ( Oh and Reeves 2014 ). As stated by Monteiro et al ( 2020 ), with sufficient prevention of the generation of myths about digital skills, teachers can develop the competencies and motivation to change their practices.…”

Section: Discussionmentioning

confidence: 99%

“…In addition to positive and negative emotions regarding the use of ICT in the classroom, Monteiro et al ( 2020 ) outlined myths about the motivation, competencies, and digital skills of older teachers. Similarly, Bjørgen et al ( 2021 ) emphasized the negative perception among teachers that any educational reform that attempts to achieve a paradigm shift in the integration and use of digital technologies in the classroom is unsuccessful, as these programs only add more complexity to the teaching process.…”

Section: Introduction and State Of The Artmentioning

confidence: 99%

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Teachers’ Perceptions of Changes in Their Professional Development as a Result of ICT

et al. 2022

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The introduction of digital information and communication technologies has influenced many aspects of the teaching profession. In addition to their changing use in the classroom, these technologies have strongly impacted the work and professional development of teachers. In this study, which was framed within the R+D+i project DePrInEd, we analyzed the perceptions, beliefs, opinions, and attitudes of teachers on this subject. We conducted a qualitative study through interviews, with a thematic analysis addressing the duality of technology and change. The results indicated that these produced benefits and created difficulties in the teaching task, with the latter being more demanding. Teachers stated that one of the main difficulties they encountered was related to the evolution of students as a result of technology, both in the school and social contexts. This highlights the risk that its extensive use did not lead to the acquisition of other key competencies, including digital and media competencies, in the school environment. Finally, other dimensions that impacted the corporate intelligence of educational centers included the continuous adaptation and mastery of digital competence required by teachers regarding the changes in their tasks, as well as the excessive bureaucratization that technologies have necessitated.

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Section: Discussionsupporting

confidence: 66%

Section: Discussionmentioning

confidence: 99%

Section: Introduction and State Of The Artmentioning

confidence: 99%

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Teachers’ Perceptions of Changes in Their Professional Development as a Result of ICT

et al. 2022

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“…Another limitation in addressing application practices is that they presuppose their own times and spaces, which will have an impact on school organizations. Therefore, it is possible to find some resistance to change (Monteiro et al, 2020), that can hamper transformative pedagogy experiences in real contexts. Despite that, teachers showed great willingness to continue investing in these practices, not only in deepening them among the students already involved in the project, but also in extending them to other students.…”

Section: Discussionmentioning

confidence: 99%

Curricular Practices Towards Sustainability and a Transformative Pedagogy

Leite¹,

Monteiro²,

Barros³

et al. 2022

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In the 21st century, international organizations such as the United Nations and UNESCO have been pointing out the education role in the development of competencies to live in line with the sustainability and the objectives of the 2030 Agenda. The pedagogical/curricular practices aligned with a transformative pedagogy that mobilizes the agency power of the students constitute adequate procedures for the sustainability and the development of the objectives of the 2030 Agenda. Through a questionnaire, a study collected data from the pedagogical/curricular practices of 20 teachers from six countries, Denmark, Cyprus, Portugal, Italy, Latvia, and the Republic of North Macedonia, who belong to a European project aiming for sustainability and the development of skills. The analysis of the practices planned and developed by these teachers revealed that critical thinking was one of the most developed skills in the students. Although teachers valued the learning aspects of social issues and the strategies that lead to reflective questioning, the students’ agency power was underestimated. Therefore, considering that these practices were stimulated by belonging to a project, the study showed the need to continue projects that, based on a transformative pedagogy, encourage teachers to value pedagogical/curricular practices that develop the agency power of students.

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“…As pointed out by Hervey (2015), even veteran teachers must make considerable changes to their technological and professional knowledge when integrating digital tools into their teaching practices. Those teachers, unlike beginners, have many years of experience and expertise in their subject matter and a solid didactic knowledge, are committed to their professional development and accomplishment, and can reflect on the complexity of their practices (Carrillo & Flores, 2018;Hervey, 2015;Monteiro et al, 2020). Nevertheless, the veteran mathematics teacher's activity of problem-solving with technology remains understudied, while the impact of technological tools in problem-solving with pre-service teachers has had some expression in the literature (e.g., Hernández et al, 2020;Silva et al, 2021).…”

Section: Introductionmentioning

confidence: 99%

Knowledge for teaching mathematical problem-solving with technology: An exploratory study of a mathematics teacher’s proficiency

Jacinto

Carreira²

2023

EUR J SCI MATH ED

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This paper presents the results of an exploratory case study that examined a veteran secondary teacher's knowledge for teaching non-routine mathematical problem-solving with digital technologies. Data was collected through the observation of a veteran mathematics teacher, in real time, solving a mathematical problem with the digital tools of his choice. The descriptive model Mathematical Problem-Solving with Technology (MPST) was used to analyse the teacher's utterances and actions while solving a mathematical problem, with GeoGebra and a spreadsheet, and expressing his reasoning also with technology. Our findings reveal the complexity of expert problem-solving with technology, through regulation processes and several micro-cycles that mainly involve the processes integrate and explore. Mathematical problem solving with technology entails relevant mathematical knowledge as well as knowledge about the mathematical affordances of the digital tools available, and the ability to combine them to develop a conceptual model of the solution to the problem. Thus, the teacher's technomathematical fluency seems crucial to successfully solve the problem and express the reasoning with technology. Based on the findings, we discuss the teachers' knowledge for teaching mathematical problem-solving with technology as including a particular kind of proficiency, techno-mathematical fluency for solving-and-expressing problems with technology. The limitations of the study, further research topics and implications for professional development and teacher education programmes are discussed.

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Veteran teachers and digital technologies: myths, beliefs and professional development

Cited by 16 publications

References 25 publications

Teachers’ Perceptions of Changes in Their Professional Development as a Result of ICT

Teachers’ Perceptions of Changes in Their Professional Development as a Result of ICT

Curricular Practices Towards Sustainability and a Transformative Pedagogy

Knowledge for teaching mathematical problem-solving with technology: An exploratory study of a mathematics teacher’s proficiency

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