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How can the digital competences of pre-service teachers Be developed? Examining a case study through the lens of DigComp and DigCompEdu
Computers & Education ( IF 12.0 ) Pub Date : 2020-10-01 , DOI: 10.1016/j.compedu.2020.103940
İlknur Reisoğlu , Ayça Çebi

Abstract In this study, a training program, which aimed to develop pre-service teachers' digital competences, was designed. After the training, pre-service teachers’ opinions in terms of digital competence development, how they planned to use the digital competence knowledge and skills that they gained in the training program for their future professional careers, and pros and cons of the training were examined. The training was conducted as a case study that involved 24 pre-service teachers. The pre-service teachers were provided 70 h of training on five competence areas of DigComp. Diaries and focus group interviews were used as data collection tools. The researchers followed two-phased qualitative data analysis procedure. Deductive and inductive analysis techniques were used. The results indicated that pre-service teachers should be trained for information and data literacy, communication and collaboration, digital content creation, safety and problem solving. In addition, digital competence trainings should be given in a way to include knowledge and practice about professional engagement, digital resources, teaching and learning, assessment and empowering learners. The study revealed that it is necessary for the digital competence trainings to be implemented effectively in which pre-service teachers collaborate on digital issues regardless of their previous experience. In addition, trainers should structure their courses so that pre-service teachers can see them as role models, and theoretical information as well as the possibility of learning by doing should be offered.

中文翻译:

如何培养职前教师的数字化能力?通过 DigComp 和 DigCompEdu 的视角检查案例研究

摘要 本研究设计了一项旨在培养职前教师数字化能力的培训计划。培训结束后,对职前教师对数字化能力培养的看法,他们计划如何将在培训计划中获得的数字化能力知识和技能用于未来的职业生涯,以及培训的利弊. 培训是作为案例研究进行的,涉及 24 名职前教师。为职前教师提供了 70 小时的 DigComp 五个能力领域的培训。日记和焦点小组访谈被用作数据收集工具。研究人员遵循了两阶段的定性数据分析程序。使用了演绎和归纳分析技术。结果表明,应该对职前教师进行信息和数据素养、沟通与协作、数字内容创建、安全和问题解决方面的培训。此外,数字能力培训应以包括有关专业参与、数字资源、教学和学习、评估和赋权学习者的知识和实践的方式进行。该研究表明,有必要有效实施数字能力培训,让职前教师无论以前的经验如何,都可以就数字问题进行合作。此外,培训师应该组织他们的课程,以便职前教师可以将他们视为榜样,并应提供理论信息以及边做边学的可能性。沟通与协作、数字内容创建、安全和问题解决。此外,数字能力培训应以包括有关专业参与、数字资源、教学和学习、评估和赋权学习者的知识和实践的方式进行。该研究表明,有必要有效实施数字能力培训,让职前教师无论以前的经验如何,都可以就数字问题进行合作。此外,培训师应该组织他们的课程,以便职前教师可以将他们视为榜样,并应提供理论信息以及边做边学的可能性。沟通与协作、数字内容创建、安全和问题解决。此外,数字能力培训应以包括有关专业参与、数字资源、教学和学习、评估和赋权学习者的知识和实践的方式进行。该研究表明,有必要有效实施数字能力培训,让职前教师无论以前的经验如何,都可以就数字问题进行合作。此外,培训师应该组织他们的课程,以便职前教师可以将他们视为榜样,并应提供理论信息以及边做边学的可能性。数字能力培训的提供方式应包含有关专业参与、数字资源、教学和学习、评估和赋予学习者权力的知识和实践。该研究表明,有必要有效实施数字能力培训,让职前教师无论以前的经验如何,都可以就数字问题进行合作。此外,培训师应该组织他们的课程,以便职前教师可以将他们视为榜样,并应提供理论信息以及边做边学的可能性。数字能力培训的提供方式应包含有关专业参与、数字资源、教学和学习、评估和赋权学习者的知识和实践。该研究表明,有必要有效实施数字能力培训,让职前教师无论以前的经验如何,都可以就数字问题进行合作。此外,培训师应该组织他们的课程,以便职前教师可以将他们视为榜样,并应提供理论信息以及边做边学的可能性。该研究表明,有必要有效实施数字能力培训,让职前教师无论以前的经验如何,都可以就数字问题进行合作。此外,培训师应该组织他们的课程,以便职前教师可以将他们视为榜样,并应提供理论信息以及边做边学的可能性。该研究表明,有必要有效实施数字能力培训,让职前教师无论以前的经验如何,都可以就数字问题进行合作。此外,培训师应该组织他们的课程,以便职前教师可以将他们视为榜样,并应提供理论信息以及边做边学的可能性。
更新日期:2020-10-01
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