ABSTRACT

According to the Teaching and Learning International Survey (2019), the average age for a teacher, across OECD countries, is 44 years old, and the teacher workforce has aged in a number of countries, over the past 5 to 10 years. Given the demands expected from the contemporary teaching profession, the study of possible implications of ageing on the use of digital technologies in education is even more pertinent and relevant. This study aims to analyse veteran teachers’ perceptions about digital technologies and outline possible pathways for their professional development. Data collected through literature review and content analysis of veteran teachers’ perceptions, expressed in a continuing education training programme, show there are positive and negative thoughts and dilemmas related to the role of digital technology in education, and that there are myths regarding veteran teachers’ digital skills, competences and motivation to change practices, as well as misconceptions about the relationship between technologies and educational reforms. The results also indicate possible pathways to successful training practice with this target group.

摘要

根据教学与学习国际调查（2019 年），经合组织国家的教师平均年龄为 44 岁，在过去 5 到 10 年中，许多国家的教师队伍已经老化。鉴于当代教师职业的预期需求，对老龄化对教育中数字技术使用的可能影响的研究更加中肯和相关。本研究旨在分析资深教师对数字技术的看法，并概述其专业发展的可能途径。通过文献回顾和内容分析收集的资深教师的看法，在继续教育培训计划中表达的数据表明，数字技术在教育中的作用存在积极和消极的想法和困境，并且存在关于资深教师的数字技能、能力和改变实践的动机的神话，以及对技术与教育改革之间关系的误解。结果还表明了与该目标群体成功进行培训实践的可能途径。