Who am I? Developing Pre-service Teacher Identity in a Digital World

Nykvist, Shaun; Mukherjee, Michelle

doi:10.1016/j.sbspro.2016.02.012

Cited by 31 publications

(18 citation statements)

References 12 publications

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“…It is a meaning which the person or others attribute to it. 5 An identity is a representation of a basic entity; as a thing concerning the role of an entity. An identity consists of a set of particularities, characteristics, or attributes.…”

Section: Digital Identity Managementmentioning

confidence: 99%

Proposing a digital identity management framework: A mixed‐method approach

Rasouli

Valmohammadi

Azad

et al. 2021

Concurrency and Computation

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This research aims to study the most critical elements of digital identity management to recognize the pattern and the requirements of their use and implementation. Further, an attempt is made to identify and prioritize the criteria and their relevant indicators of digital identity management in the form of a comprehensive framework. To this end a fuzzy multicriteria decision‐making approach was utilized. The framework focuses on a comprehensive perspective to consider digital identity and deals with compiling strategies and operational patterns based on the defined priorities. This applied research with a fundamental approach has a descriptive‐explanatory method as well. Through an in depth‐review of the extant literature and designing an instrument as well as semi‐structure interview the necessary data were collected. The research population consists of 10 experts. By reviewing the theoretical literature of the research, effective factors were identified and screened by the Fuzzy Delphi method leading to six main factors and 31 subfactors. Then, the collected data were analyzed through a hybrid technique known as FDANP (Fuzzy DEMATEL‐ANP) to determine the interactions between the factors and the subfactors and to weigh and prioritize them. The obtained results revealed that “strategic planning” is the most influential factor in digital identity management. Also, the subfactors namely “The use of the maturity model of digital identity management,” “commitment to the whole organization,” “integrity of digital identity management system with other systems,” “integrity of digital identity management program,” and “integrity of the two dimensions of identity management and access management” were ranked as the most influential subfactors of “strategic planning,” respectively. “Access management” was the most permeable factor in digital identity management. It means that this factor is the main problem and could be solved with the help of the influential factors. In addition, subfactors: “Access control to all resources only through the digital identity management system,” “Solution for access management of premium accounts,” “Multi‐factor authentication support,” “Access policy to all resources and information,” and “Determination of the manner of the user access to resources outside the organization” were ranked as the most permeable subfactors.

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Section: Digital Identity Managementmentioning

confidence: 99%

Proposing a digital identity management framework: A mixed‐method approach

Rasouli

Valmohammadi

Azad

et al. 2021

Concurrency and Computation

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show abstract

“…Boulton and Hramiak (2012) focus on the development of professional identity through blogging for reflective practice while Vlieghe, Vandermeersche and Soetaert (2016) found that using a social reading site with pre-service literacy teachers helped participants 'construct an identity' as a reader (p. 808). Also concerned with developing identity, Nykvist and Mukherjee (2016) claim that pre-service teachers' digital identities established by social media are a key element that should be 'actively taught in higher education pre-service teacher courses' (p. 856).…”

Section: Identitymentioning

confidence: 99%

A review and synthesis of the use of social media in initial teacher education

Iredale

Stapleford

Tremayne

et al. 2019

Technology, Pedagogy and Education

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Several previous studies have reviewed the literature surrounding the use of technology in teacher education. This literature review takes a specific focus as it addresses the use of social media in initial teacher education. It seeks to explore what constitutes effective use of social media in supporting the development of new teachers in all sectors of initial teacher education (ITE), including Primary, Secondary, English Language Teaching (ELT) and Lifelong Learning. We seek to develop and share a deeper understanding of the relationship between social media and the participation and collaboration of pre-service teachers in initial teacher education. The findings of the review include issues surrounding community, pedagogy and design, and this synthesis provides a significant exploratory contribution to the development of effective teacher education and training across the UK curriculum.

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“…To ensure that in-service teachers transfer the finest model of the reading culture to their students throughout teaching activity, we might need to focus on the development of reading culture in a pre-service teacher. This phenomenon consists of many facets, from the ability to work with digital technologies [12] and technological start-ups [13], to holding critical and creative thinking, showing willingness to self-educate and self-develop during various innovative educational activities [14].…”

Section: Introductionmentioning

confidence: 99%

Development of the reading culture in pre-service teachers amid digitalization of education

2020

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The article deals with the problem of developing a pre-service teacher’s reading culture as a way to build professional competence in the context of digital education in the Republic of Kazakhstan. The results of the questionnaire demonstrated that more than a half of the study pool of pre-service teachers made a conscious choice of a teaching profession, and the same number indicated difficulties in organizing their independent work with different texts. The results have also shown that around 90% of pre-service teachers do not consider books as a professional tool, and indicated major factors impeding reading: the Internet; difficulties in linear and nonlinear reading; lack of attention; financial struggles. The obtained results of the pedagogical experiment, carried out at the West Kazakhstan State University named after M. Utemisov suggest that using pedagogical experiment, with its collaborative workshops in conjunction with the university library, problem-based tasks, and educational role plays, afford beneficial ways of developing the reading culture among pre-service teachers. The materials of the article can be used in the context of higher education for delivering courses on digital pedagogy, as well as in organizing the teaching practice of students at school, etc.

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Who am I? Developing Pre-service Teacher Identity in a Digital World

Cited by 31 publications

References 12 publications

Proposing a digital identity management framework: A mixed‐method approach

Proposing a digital identity management framework: A mixed‐method approach

A review and synthesis of the use of social media in initial teacher education

Development of the reading culture in pre-service teachers amid digitalization of education

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