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. 

scholarly journals Dimensions of teachers’ transdisciplinary competence based on a systematic review of three transdisciplinary areas

2020 ◽  
Vol 4 (3-4) ◽  
pp. 117-138
Author(s):  
Bjørn Smestad ◽  
Astrid Gillespie
Keyword(s):  
Systematic Review ◽  
Research And Development ◽  
Professional Competence ◽  
Blind Spot ◽  
Research Literature ◽  
Deficit Thinking ◽  
Digital Competence ◽  
Knowledge And Skills ◽  
Diversity Competence ◽  
Being And Becoming

This study contributes to the conceptualisation of teachers’ competence through a systematic review (a concept synthesis) of three key transdisciplinary competencies—teachers’ diversity competence, teachers’ research and development competence, and teachers’ digital competence. Based on our analysis, we propose a set of dimensions to consider—within which there were important tensions in the research literature reviewed—when discussing teachers’ professional competence. These dimensions are: the 1) beneficiary, 2) teachers’ role, 3) attitudes, knowledge and skills, 4) sources of competence, 5) relationship to disciplinary content and 6) assessment. We discuss the three areas in light of these dimensions. We suggest that the complexity of being and becoming a teacher is a blind spot in research on teachers’ transdisciplinary competence and that many articles show deficit thinking about teachers.

scholarly journals Enhancement of Educators’ Digital Competences in the Acquisition Programming Fundamentals in Programming Environment Scratch

2021 ◽  
Vol 13 (4) ◽  
pp. 934-946
Author(s):  
Arturs Medveckis ◽  
Tamara Pigozne ◽  
Dzintars Tomsons
Keyword(s):  
Correlation Coefficient ◽  
21St Century ◽  
Professional Competence ◽  
Visual Programming ◽  
Target Group ◽  
Programming Environment ◽  
Digital Competence ◽  
Life Long Learning ◽  
Open Questions

Life-long learning, including development of professional competence, is an essential paradigm of the 21st century. The goal of this research is to analyse the quality and efficiency of the educators’ professional competence enhancement programme dubbed “Fundamentals of Programming in Visual Programming Environment Scratch” in accordance with the following criteria: organization, lecturer’s competence, quality of handouts, content, expectations, usefulness, applicability, and the overall assessment of the programme. The target group of the research is 98 educators of Latvia. Data was collected using close and open questions to ensure triangulation of data. Results were analysed using SPSS 20. The correlation coefficient was used to analyse the data. Per the results of the analysis, the acquisition of the professional competence enhancement programme, educators have significantly improved their knowledge in programming, as well as the digital competence in general Keywords: educators’ professional competence; digital competence; fundamentals of programming;  programming environment;  Scratch.    

scholarly journals The European Teacher: Transnational Perspectives in Teacher Education Policy and Practice

2014 ◽  
Vol 4 (4) ◽  
pp. 11-27
Author(s):  
Michael Schratz
Keyword(s):  
Teacher Education ◽  
Policy Development ◽  
National Identities ◽  
Teacher Professionalism ◽  
Policy And Practice ◽  
Teacher Education Policy ◽  
Teacher Competences ◽  
Career Structure ◽  
Unity In Diversity

The future role of teachers in Europe will contribute to raising the awareness of a new expectation of what it means to be a “European Teacher”. If there is unity in diversity through national identities, the question remains: what makes a teacher “European”? Answering this unusual question, one encounters several aspects that have strong national traits ofwhat it means to teach in a particular country (e.g. political culture), which still does not enable teachers to easily move their employment from one country to another because of differences in career structure, teacher education, selection and recruitment, etc. However, there are many similarities in general teacher competences that are required throughout Europe and beyond. This paper looks at teacher professionalism from various perspectives, attempts to discern the “Europeanness” in teachers’ work and mobility as a goal, and highlights particular policy development areas necessary to stimulate further discussions. The depiction of a European Doctorate in Teacher Education concludes the paper.

scholarly journals Hvor godt er lærere forberedt på den digitale hverdagen?

2021 ◽  
pp. 57-86
Author(s):  
Greta Björk Gudmundsdottir ◽  
Julius K. Björnsson
Keyword(s):  
Teacher Education ◽  
Classroom Management ◽  
Student Teachers ◽  
Digital Technology ◽  
Digital Competence ◽  
Student Activities ◽  
Teaching Activities ◽  
Information And Communication ◽  
Analytical Tools

How well are teachers prepared for digital technology in their work? In this chapter, we report on questions in the TALIS 2018 survey concerning information and communication technology (ICT). Teachers were asked how they use digital technology for student activities, how prepared they are for digital practice, and how they assess their own need for continuous professional development (CDP) related to using digital technology in a classroom setting. This chapter is divided into two main parts. In the first part, we introduce previous research in the field of digital competence. We look at how the use of digital technology has evolved in Norwegian schools and how it has been supported by various educational reforms. We also refer to frameworks and various analytical tools to better understand students’ digital competence and teachers’ professional digital competence (PDC). Furthermore, we consider the role of teacher education in developing teachers’ and student teachers’ PDC. In the second part of the chapter, we present findings from TALIS 2018. Here we highlight teachers’ needs and participation in CPD, the preparations they have received in teacher education, and how they use digital technology to promote students’ learning and engagement in various teaching activities. Findings on classroom management in technology-savvy environments are presented, and the general use of ICT within a Nordic comparative perspective is discussed. In conclusion, we summarize the most important findings and raise issues in need of further research.

scholarly journals Pengembangan program pendidikan guru pendidikan teknologi dan kejuruan trans-nasional

2011 ◽  
Vol 1 (1) ◽  
pp. 91
Author(s):  
Dadang Hidayat Martawijaya
Keyword(s):  
Teacher Education ◽  
Vocational Education ◽  
Professional Competence ◽  
Personal Characteristics ◽  
Teacher Qualification ◽  
Global Dynamic ◽  
Vocational Teacher ◽  
National Perspective ◽  
Global Arena ◽  
Develop Program

DEVELOPMENT OF EDUCATIONAL TEACHER EDUCATION TECHNOLOGY AND TRANS-NATIONAL VOCATIONAL EDUCATION PROGRAMRapid changes of science within a global dynamic changes requires adaptable educational program. Vocational Education Institutions neeD to develop program to enable students being competence. Trans-national perspective in preparing vocational teacher has been developed to solve share problems that are facing based on the PP.19/2005 initiating that teacher qualification is D-JV or 8-1. In addition, they have to qualify in pedagogical competent, personal characteristics, social and professional competence. Trans-national teacher education class consists of students who come from different places in Indonesia. The students are customized to have nationalism and have ability to compete in a global arena.

scholarly journals The role of multidisciplinarity in developing teachers’ professional digital competence

2020 ◽  
Vol 4 (3-4) ◽  
pp. 72-89
Author(s):  
Monica Johannesen ◽  
Leikny Øgrim
Keyword(s):  
Teacher Education ◽  
Student Teachers ◽  
Education Programme ◽  
Interview Data ◽  
Digital Competence ◽  
Teacher Education Programme ◽  
Naturally Occurring

In this article, we describe how multidisciplinary activities in a teacher education programme fostered the development of student teachers’ professional digital competence. Based on naturally occurring and interview data, the authors present three distinct periods of Norwegian teachers’ education with a focus on developing professional digital competence required by national and local regulations; we then present the OsloMet teacher education programme multidisciplinary activities that take place during these three periods. We discuss how various implementation approaches support student teachers´ professional digital competence (PDC) in particular teaching of, with and about technology. The authors conclude that locally implemented material structures are crucial to implementing student teachers’ professional digital competence and arranging for emerging transdisciplinary activities. As such, student teachers’ PDC can be described as a well-orchestrated system of multi-, inter- or transdisciplinary activities that develop student teachers’ competencies in teaching of, with and about technology.

Training in Writing the Simplest Programs from Early Ages

2019 ◽  
Vol 13 ◽  
pp. 237-240 ◽  
Author(s):  
Marina S. TSVETKOVA ◽  
Vladimir M. KIRYUKHIN
Keyword(s):  
Teacher Education ◽  
21St Century ◽  
Scientific Publication ◽  
Digital Competence ◽  
Creative Commons

This article is the announcement of a chapter “Advanced digital competence of teachers” in the new scientific publication “Teacher Education in the 21st Century” (IntechOpen, London, 2019, academic edition Reginald Monyai,). This chapter is distributed under the terms of the Creative Commons Attribution License.

Social Media Support and the Need of Counselling From Experts in Autonomous Language Learning

2020 ◽  
pp. 135-150
Author(s):  
María Elena Gómez-Parra ◽  
Cristina A. Huertas-Abril
Keyword(s):  
Social Media ◽  
Language Learning ◽  
Language Learners ◽  
21St Century ◽  
Scientific Community ◽  
Swot Analysis ◽  
Free Access ◽  
Digital Competence ◽  
Initial Results

Autonomous language learning is a hot topic in the scientific community as the omnipresence of ICT has increased its importance since the ‘90s. This chapter discusses the role of social media to increase learners' autonomy in 21st century society, and how it problematizes the situations in which learners are completely autonomous (e.g., language learning through free-access websites). The autonomous learner needs to develop certain skills connected to digital competence, learning how to learn, motivation, responsibility, and perseverance. For this purpose, a SWOT analysis has been carried out to help the authors clarify the strengths, weaknesses, opportunities, and threats, which derived from ICT, impact on language learners' autonomy. In this light, the research project PRY 208/17 aims at fostering autonomous language learning by using technology. The initial results bore out that specific abilities on autonomous learning, and personality traits benefit highly from language expert counselling and coaching, which have proved to improve the results.

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