Development of ICT Competency in Pre-Service Teacher Education

2013 ◽  
pp. 65-75 ◽  
Author(s):  
Valentina Dagiene
Keyword(s):  
Teacher Education ◽  
Knowledge Society ◽  
Ict Literacy ◽  
Self Evaluation ◽  
Service Training ◽  
Information And Communication ◽  
Key Competencies ◽  
Pre Service Teacher Education ◽  
Teachers Training ◽  
Pre Service Teacher

Starting from the key competencies for a knowledge society, this paper examines the information and communication technology (ICT) competency needed by teachers for effective teaching in the 21st-century. The paper analyzes the existing pre-service education programmes for teachers’ ICT competency in Lithuanian universities and colleges, self-evaluation of future teachers of their technological and pedagogical ICT competency, and comparison of these results with the course requirements for the teachers’ educational ICT literacy, based on the existing Lithuanian requirements for teachers’ pedagogical ICT literacy programmes. The paper is based on the data of the research study “Teachers’ Training on ICT Application in Education” developed by the Institute of Mathematics and Informatics in 2009. Conclusions and recommendations of the study have been proposed to implement deeper content-based modules for pedagogical ICT competency and skills in all-level pre-service teacher education as well as in-service training courses.

Development of ICT Competency in Pre-Service Teacher Education

2011 ◽  
Vol 2 (2) ◽  
pp. 1-10 ◽  
Author(s):  
Valentina Dagiene
Keyword(s):  
Teacher Education ◽  
Knowledge Society ◽  
Ict Literacy ◽  
Self Evaluation ◽  
Service Training ◽  
Information And Communication ◽  
Key Competencies ◽  
Pre Service Teacher Education ◽  
Teachers Training ◽  
Pre Service Teacher

Starting from the key competencies for a knowledge society, this paper examines the information and communication technology (ICT) competency needed by teachers for effective teaching in the 21st-century. The paper analyzes the existing pre-service education programmes for teachers’ ICT competency in Lithuanian universities and colleges, self-evaluation of future teachers of their technological and pedagogical ICT competency, and comparison of these results with the course requirements for the teachers’ educational ICT literacy, based on the existing Lithuanian requirements for teachers’ pedagogical ICT literacy programmes. The paper is based on the data of the research study “Teachers’ Training on ICT Application in Education” developed by the Institute of Mathematics and Informatics in 2009. Conclusions and recommendations of the study have been proposed to implement deeper content-based modules for pedagogical ICT competency and skills in all-level pre-service teacher education as well as in-service training courses.

The Integration of Information and Communication Technology in Pre-University Education in Ghana

2020 ◽  
pp. 109-123
Author(s):  
Patrick Ohemeng Gyaase ◽  
Samuel Adu Gyamfi ◽  
Alfred Kuranchie ◽  
Faustina Scholarstica Koomson
Keyword(s):  
Teaching And Learning ◽  
Knowledge Society ◽  
Secondary Data ◽  
University Education ◽  
Primary Data ◽  
Ict Literacy ◽  
Service Training ◽  
Information And Communication ◽  
Integration Of Ict ◽  
Education In Ghana

Educationists throughout the world are attesting to the capabilities of ICT for innovations in teaching and learning. There are evidences that integrating ICT into education enhances the learners' creativity and opens up new ways of knowledge acquisition and sharing. ICT is also credited with the improvement of teaching and learning of new skills needed to fully function in the 21st century knowledge society. This research was undertaken to evaluate the current state of ICT integration into the pre-university education and identify the barriers through principal components analysis and make the necessary recommendations. The research utilized both primary and secondary data. The primary data was collected through questionnaires and interviews while secondary data was obtained from reviews of government policy documents and reports. The study found an already existing ICT literacy education in the pre-university educational system in Ghana. There is also increasing access to and knowledge of ICT hardware and services. However, inadequate infrastructure, inadequate technology skills, lack of technical support, and inappropriate content are the challenges militating against effective integration of ICT in schools' curricula. Restructuring the curriculum of the various subjects, in-service training for teachers, integration of ICT into teacher training, and provision of internet connectivity infrastructure and services are recommended.

scholarly journals Perceived Barriers to Implementing Education for Sustainable Development among Korean Teachers

2019 ◽  
Vol 11 (9) ◽  
pp. 2532 ◽  
Author(s):  
Woonsun Kang
Keyword(s):  
Teacher Education ◽  
Secondary Teachers ◽  
Latent Class ◽  
Perceived Barriers ◽  
Educational Institutions ◽  
Service Training ◽  
Structural Barrier ◽  
Pre Service Teacher Education ◽  
The Individual ◽  
Pre Service Teacher

The objective of this study was to identify whether there are any homogeneous subclasses of teachers exhibiting different profiles of barriers to implementing ESD among Korean secondary teachers, and to examine whether teachers’ experiences of taking an ESD course in their pre-service teacher education and in their in-service training on ESD are predictive of membership in subclasses of perceived barriers to implementing ESD. Korean secondary teachers from various subjects were selected as a sample. I carried out latent class analysis (LCA) on barrier variables and assessed the association of both the experiences of taking an ESD course in their pre-service teacher education and in-service training on ESD with membership in the latent subclasses using multi-nominal logistic regression. These analyses were performed using PROC LCA. Research results are as follows: Firstly, four latent classes were identified: the few barrier, the individual barrier, the combination of individual and class-driven structural barrier, and the combination of individual and structural barrier. Secondly, both the experiences of taking an ESD course in their pre-service teacher education and in-service training on ESD were significant predictors of latent class membership. The current study could potentially assist both pre-service teacher educational institutions and in-service teacher training organizations with strategies designed to improve ESD competency among teachers.

scholarly journals Secondary pre-service teachers’ reflections on their micro-teaching: Feedback and self-evaluation

2020 ◽  
Vol 25 ◽  
pp. 73-83
Author(s):  
Hem Chand Dayal ◽  
Reema Alpana
Keyword(s):  
Teacher Education ◽  
Peer Assessment ◽  
Self Assessment ◽  
Self Evaluation ◽  
Pedagogical Skills ◽  
Assessment Techniques ◽  
Self Knowledge ◽  
Pre Service Teacher Education ◽  
Pre Service Teacher ◽  
Teaching Setting

Abstract Reflective practices in pre-service teacher education enables teachers to evaluate their pedagogical skills. This study aimed to integrate different assessment techniques such as peer assessment, lecturer assessment and self-assessment in a micro-teaching setting. Using 20 pre-service teachers post-microteaching (MT) reflection, we explored how these teachers viewed peer feedback and lecturer feedback. This study also analyses how pre-service teachers self-evaluate their MT. The findings indicate that per-service teachers find both peer and lecturer feedback useful in terms of in terms of identifying their strengths and weaknesses as well as proving incentives for improvement. Furthermore, the findings show that when engaged in self-evaluation, the pre-service teachers tend to focus more on self-knowledge.  The findings reaffirm the importance of peer and self-evaluation in teacher education.

scholarly journals Pedagogų rengimas informacinių ir komunikacinių technologijų taikymo aspektu: padėties analizė ir tobulinimo siūlymai

2009 ◽  
Vol 50 ◽  
pp. 101-106
Author(s):  
Eugenijus Kurilovas ◽  
Valentina Dagienė
Keyword(s):  
Information Technologies ◽  
Research Report ◽  
Ict Literacy ◽  
Situation Analysis ◽  
Universities And Colleges ◽  
Self Evaluation ◽  
Service Training ◽  
Training Programmes ◽  
Teachers Training ◽  
Ict Competencies

Straipsnyje analizuojamos pedagogų informacinių ir komunikacinių technologijų (IKT) kompetenciją ugdančių studijų Lietuvos universitetuose ir kolegijose programos, būsimų pedagogų IKT kompetencijų vertinimas. Šie rezultatai lyginami su pedagogų edukacinės IKT kompetencijos kurso reikalavimais, kurie nusakyti Lietuvos mokytojų kompiuterinio raštingumo programoms. Straipsnis grindžiamas duomenimis, sukauptais atlikus Švietimo informacinių technologijų centro užsakytą mokslinį tyrimą „Pedagogų rengimas IKT taikymo aspektu“. Tyrimas reprezentatyvus šalies mastu. Šio tyrimo išvadomis ir rekomendacijomis numatoma vadovautis sudarant ir įgyvendinant visų lygių mokytojų rengimo ir perkvalifi kavimo studijų, kvalifi kacijos tobulinimo programas ir mokytojų atestaciją. Pagrindinis straipsnio tikslas yra pristatyti ir apibendrinti svarbiausias šio tyrimo išvadas ir rezultatus.Teacher Training on ICT Application in Education: Situation Analysis and Proposals for ImprovementEugenijus Kurilovas, Valentina Dagienė SummaryThe article is aimed to analyse the existing study programmes on the teachers ICT competencies in Lithuanian Universities and Colleges, the future teachers’ self-evaluation of their educational ICT competencies, to compare these results with the requirements of the course on the teachers’ educational ICT literacy based on the existing Lithuanian requirements for teachers’ educational ICT literacy programmes. The article is based on the data of the research report “Teachers Training on ICT Application in Education” booked by the Centre for Information Technologies in Education. The research is representative. The conclusions and recommendations of the research are proposed to implement while planning and implementing all level studies and teachers’ in-service training programmes as well as teachers’ certifi cation. The main aim of the paper is to present and summarise the research conclusions and recommendations.

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