scholarly journals Aligning teacher competence frameworks to 21st century challenges: The case for the European Digital Competence Framework for Educators ( Digcompedu)

2019 ◽  
Vol 54 (3) ◽  
pp. 356-369 ◽  
Author(s):  
Francesca Caena ◽  
Christine Redecker
Keyword(s):  
21St Century ◽  
Teacher Competence ◽  
Digital Competence ◽  
Competence Framework

scholarly journals LINKING TEACHER PROFESSIONAL DEVELOPMENT NEEDS WITH APPROPRIATE SOLUTIONS: INSIGHTS FROM AN INIATIVE IN LATVIA

2021 ◽  
Vol 4 ◽  
pp. 113-123
Author(s):  
Kārlis Greitāns ◽  
Dace Eriņa ◽  
Dace Namsone
Keyword(s):  
Professional Development ◽  
Teacher Professional Development ◽  
21St Century ◽  
Lesson Plans ◽  
Learning Goals ◽  
Teacher Competence ◽  
Professional Development Needs ◽  
Teacher Professional ◽  
Field Notes ◽  
Competence Framework

International surveys have stated that each year teachers spend, on average, more than 10 days engaged in different professional development activities. The purpose for this investment in teacher professional development (TPD) is clear: teachers’ competence must develop according to changes in curriculum and 21st century requirements. In previous research we have developed a theoretical teacher competence framework, implemented it to identify teacher (N=263) groups competence gaps and professional development needs. The goal of this research is to link identified professional development needs related to the instruction of 21st century skills (criteria - instructional design, learning goals and feedback to students) with TPD solutions.This paper describes the development of a TPD model, based on evidence about teacher groups professional development needs, and its implementation in a school (N= 25 teachers). A TPD program, developed according to the model, combined face-to-face and online input workshops with collaboration in small groups to develop lesson plans. The topics of input workshops, (effective lesson design, lesson goals, effective feedback and reading comprehension) were chosen according to gaps, previously identified. To learn about appropriateness of the TPD model, the developed lesson plans, participant questionnaires and researcher field notes were analysed. 

scholarly journals Editorial: Perspectives on teachers’ transdisciplinary professional competence

2020 ◽  
Vol 4 (3-4) ◽  
pp. 1-8
Author(s):  
Bjørn Smestad ◽  
Monica Johannesen ◽  
Hanne Christensen
Keyword(s):  
Teacher Education ◽  
Research And Development ◽  
21St Century ◽  
Professional Competence ◽  
Digital Competence ◽  
Teacher Qualification ◽  
Teacher Competences ◽  
Core Concepts ◽  
Diversity Competence

What are the prevalent understandings of the concept of teachers’ professional competence? What knowledge forms and learning arenas are significant in developing teacher competences for the 21st century? In what ways can transdisciplinary goals of teacher education (such as diversity, research and development (R&D) and digital competence) contribute in forming teachers’ professional competence? This special issue’s contributions address a variety of perspectives on core concepts for understanding the complexity of teachers’ professional competence. They define, question and criticize the prevalent epistemological and ontological understandings within teacher qualification. They include theoretical and empirical papers addressing a variety of perspectives on teacher qualification and teachers’ professional competence, with a particular focus on the role of modes of knowledge, learning arenas and multidisciplinarity as contributors to transdisciplinary goals in teacher qualification. In addition, contributions illustrate dimensions of teachers’ professional competences such as teachers’ diversity competence, teachers’ R&D competence and teachers’ digital competence. 

Methodology for the Development of a Competence Framework for STE(A)M Educators

2020 ◽  
pp. 162-171
Author(s):  
Natalia D. Spyropoulou ◽  
Achilles D. Kameas
Keyword(s):  
Professional Development ◽  
Delphi Technique ◽  
Digital Competence ◽  
Modified Delphi ◽  
Modified Delphi Technique ◽  
Competency Based ◽  
Competence Framework

The STE(A)MonEdu Project aims to increase the adoption and impact of STE(A)M education by investing in the community of stakeholders and the professional development of educators. Focusing on the professional development of educators, it aims firstly to compile a competence framework for STE(A)M educators and then design appropriate training offers. In this paper, we first discuss the competency-based perspective, alongside with the related work regarding competence frameworks for STE(A)M education. Subsequently, the proposed methodology for the development of a STE(A)M educator competence framework and profile are described, based on a modified Delphi technique and taking advantage of the European Framework for the Digital Competence of Educators (DigCompEdu).

DEFINING COMPETENCE DESCRIPTION ELEMENTS FOR SCHOOL PRINCIPALS’ DIGITAL COMPETENCE FRAMEWORK: CROATIAN EXAMPLE

2019 ◽  
Author(s):  
Renata Mekovec ◽  
Nikolina Žajdela Hrustek ◽  
Valentina Kirinić ◽  
Željko Hutinski ◽  
Marina Klačmer Čalopa
Keyword(s):  
School Principals ◽  
Digital Competence ◽  
Competence Framework

Digital Competence

2017 ◽  
pp. 1026-1055
Author(s):  
Edith Avni ◽  
Abraham Rotem
Keyword(s):  
New Media ◽  
Media Literacy ◽  
Technological Literacy ◽  
Digital Literacies ◽  
Digital Competence ◽  
Reading And Writing ◽  
Digital Ethics ◽  
Use Of Technology ◽  
Digital Competency ◽  
Competence Framework

This chapter presents a proposal for a conceptual framework of digital competence, which is a civil right and need and is vital for appropriate, intelligent study and functioning in the real world, through means that technology and the internet offer the citizen. Digital competence in the 2010s is a multifaceted complex of a net of literacies that have been updated, reformulated and transformed under the influence of technology. The framework of the digital competency includes eight fields of digital literacies. At the top of the net is digital ethics literacy, outlines the moral core for proper use of technology; at the base are technological literacy and digital reading and writing literacy, comprising the foundation and interface for all the digital literacies, and in between are the digital literacies in these fields: information literacy, digital visual literacy, new media literacy, communication and collaboration literacy and social media literacy. These interconnected literacies compose a synergetic complex of the digital competence framework.

Digital Competence

2016 ◽  
pp. 13-41 ◽  
Author(s):  
Edith Avni ◽  
Abraham Rotem
Keyword(s):  
New Media ◽  
Media Literacy ◽  
Technological Literacy ◽  
Digital Literacies ◽  
Digital Competence ◽  
Reading And Writing ◽  
Digital Ethics ◽  
Use Of Technology ◽  
Digital Competency ◽  
Competence Framework

This chapter presents a proposal for a conceptual framework of digital competence, which is a civil right and need and is vital for appropriate, intelligent study and functioning in the real world, through means that technology and the internet offer the citizen. Digital competence in the 2010s is a multifaceted complex of a net of literacies that have been updated, reformulated and transformed under the influence of technology. The framework of the digital competency includes eight fields of digital literacies. At the top of the net is digital ethics literacy, outlines the moral core for proper use of technology; at the base are technological literacy and digital reading and writing literacy, comprising the foundation and interface for all the digital literacies, and in between are the digital literacies in these fields: information literacy, digital visual literacy, new media literacy, communication and collaboration literacy and social media literacy. These interconnected literacies compose a synergetic complex of the digital competence framework.

THE FORMATION OF INFORMATION-DIGITAL COMPETENCE OF FUTURE TEACHERS

2018 ◽  
pp. 7-16
Author(s):  
Nadiya Babiy ◽  
Olena Furman ◽  
Alyona Kostiuchenko
Keyword(s):  
Information And Communication Technologies ◽  
Professional Competence ◽  
Communication Technologies ◽  
Modern Technology ◽  
Teacher Competence ◽  
Future Teachers ◽  
Digital Competence ◽  
Information And Communication ◽  
Digital Competency ◽  
Main Components

The article is devoted to one of the main components of the professional competence of a modern teacher – competence in the field of information and communication technologies, namely, information and digital competence. The article gives an overview of the terminology used in foreign and domestic scientific literature. The analysis of researches revealing the essence and content of competence of the future teacher in the field of ICT is carried out. On the basis of analysis and generalization of information on the proposed topic, a complex of pedagogical conditions regarding the formation of information and digital competence of future teachers in the process of studying the informatics disciplines is considered. The article explores the ways of development and the conditions for the formation of information and digital competence of future educators. Information competence is considered as the ability of the student to search, to process the information received using modern technology. The studied experience testifies to the urgency of the problem of development of information and digital competency of teachers.

Adapting a Face-To-Face Competence Framework for Digital Competence Assessment

2011 ◽  
Vol 7 (1) ◽  
pp. 60-69 ◽  
Author(s):  
Teresa Torres-Coronas ◽  
M. Arántzazu Vidal-Blasco
Keyword(s):  
Higher Education ◽  
Technological Change ◽  
Web 2.0 ◽  
Knowledge Creation ◽  
Learning Experience ◽  
Competence Assessment ◽  
Formal Learning ◽  
Digital Competence ◽  
Face To Face ◽  
Competence Framework

In the present landscape of technological change there is increasing awareness of the need to support the acquisition of digital competences. In this paper, the authors address how digital competences can be developed through formal learning. The authors examine and demonstrate the design of a web 2.0 learning experience implemented at the Universitat Rovira i Virgili, which developed both digital competences and management knowledge. The authors argue that higher education academics should continue to expand their awareness of web 2.0 applications and the role they can play in optimizing learning and knowledge creation among students, the digital workers of the future.

scholarly journals “Competence Areas” as a New Notion Instead of Teacher Competencies

2021 ◽  
Author(s):  
Bilge Bağci Ayranci ◽  
Ahmet Başkan
Keyword(s):  
Teacher Competence ◽  
Teacher Competencies ◽  
Learning To Learn ◽  
Digital Competence ◽  
Teaching Competencies ◽  
Knowledge And Skills ◽  
Primary Teaching ◽  
Text Types ◽  
Definition Of

The concept of "teacher competence" has been used as a defining concept in explaining the competence levels of teachers in different fields since the early 2000s. However, with the publication of the 2019 Turkish course curriculum, it was seen that this concept was not included in the program, but instead "competence areas" were explained in detail. In this context, the study aimed to evaluate the 2019 Turkish Lesson Curriculum in terms of teacher competencies. Before the publication of the curriculum 2019, primary teaching competencies in the literature were investigated and listed, and the Turkish lesson curriculum was then evaluated considering those teacher competencies. In the 2019 Turkish Lesson Curriculum, unlike other programs, the scope and content of competency areas were defined in detail. Thus, the analysis of competency areas by teacher competence contributes to the literature. In the literature, teacher competencies were associated with various skills such as "digital competence," "learning to learn," "social and civic competencies" and "the sense of initiative and entrepreneurship." The 2019 Turkish Lesson Curriculum was assessed considering those skills. Accordingly, in the Turkish Lesson Curriculum 2019, the most critical competence area is the "digital competence" dimension. We can see the reflections of digital competence in the definition of skills and educational text types. The precondition for fostering digital competence in students is that teachers have digital competence. Thus, it is suggested to redefine and determine teaching competencies, knowledge, and skills related to "digital competence.”

scholarly journals DESCRIPTION OF EDUCATOR’S DIGITAL COMPETENCE

2019 ◽  
Author(s):  
Nataliia Morze ◽  
Oleksandr Bazeliuk ◽  
Iryna Vorotnikova ◽  
Nina Dementiievska ◽  
Olha Zakhar ◽  
...  
Keyword(s):  
Higher Education ◽  
Digital Competence ◽  
Education Development ◽  
Innovative Teaching ◽  
Digital Society ◽  
Proficiency Levels ◽  
Competence Framework

Description of educator’s digital competence contains standards of structure and digital competence levels required for successful professional engagement of educators under the conditions of digital society development as well as dictionary of used terms. Description of educator’s digital competence is developed according to Concept of pedagogical education development, European framework documents on digital competence - DigComp 2.1: The Digital Competence Framework for Citizens with eight proficiency levels and examples of use, Digital Competence Framework for Educators (DigCompEdu); Report made by participants of the project Erasmus+ Modernization of Pedagogical Higher Education by Innovative Teaching Instruments (MoPED).

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