scholarly journals Awareness and knowledge of cyberethics: A comparative study of preservice teachers in Malta, Norway, and Spain

2021 ◽  
Vol 5 (4) ◽  
pp. 18-37
Author(s):  
Josephine Milton ◽  
Tonje Hilde Giæver ◽  
Louise Mifsud ◽  
Héctor Hernández Gassó
Keyword(s):  
Preservice Teachers ◽  
Professional Identity ◽  
Student Teachers ◽  
Online Survey ◽  
Third Parties ◽  
Digital Identity ◽  
Digital Competence ◽  
Teaching Career ◽  
Social Media Platforms ◽  
Potential Impact

This paper explores the knowledge and understanding of cyberethics held by preservice teachers across three European countries. The study was conducted via an online survey and yielded a total of 1,131 responses from preservice teachers in Spain, Norway, and Malta. The facets of cyberethics included in this study were specifically related to behaving responsibly online, safeguarding privacy, respecting copyright, seeking consent of third parties before posting images or videos on social media platforms, and considering their own professional identity as future teachers when posting images or videos online. The findings indicate that preservice teachers reported similar levels of competence in both applying copyright and respecting privacy rules. However, this varied across countries, with preservice teachers in Malta and Norway reporting higher levels of knowledge and awareness than their counterparts in Spain. Malta had the largest number of participants who reported that they ‘always’ considered the potential impact that posting media online may have on their careers, followed by Norway. Spain had the largest number of preservice teachers who stated that they rarely or never thought about this impact on their teaching career. Our findings highlight the need for student teachers’ knowledge of cyberethics to be prioritised during ITE, especially within the framework of developing a professional digital identity. In light of our findings, we recommend that all ITE programmes include digital competence and cyberethics components in their curricula. This would enable preservice teachers to develop an emerging professional and digital identity to face the challenges of becoming teachers in the 21st century.

scholarly journals Digital technologies in teaching and learning foreign languages: pedagogical strategies and teachers’ professional competence

2020 ◽  
Vol 15 (3) ◽  
pp. 76-88
Author(s):  
Thierry Karsenti ◽  
◽  
Olga Kozarenko ◽  
Victoria Skakunova ◽  
◽  
...  
Keyword(s):  
Foreign Language ◽  
Student Teachers ◽  
Online Survey ◽  
Professional Competence ◽  
Language Teaching ◽  
Digital Technologies ◽  
Foreign Language Teaching ◽  
Digital Learning ◽  
Digital Competence ◽  
Pedagogical Strategies

Research problem: Today’s education system must adapt to the digital revolution and use it to best advantage. One of the most critical paths to pursue is to develop digital skills among student teachers. Many Russian researchers have focused on practices of digital technology integration in foreign language teaching, but, few among them have formulated systematic teaching strategies. The aim of the study: To elaborate the pedagogical strategies for developing digital competence among students on the basis of the complex approach and scientific achievements in this field. Research methods: The research is based on the statistics obtained during an online survey among university and school teachers, students. While conducting the interviews additional information appeared and teachers’ opinions were specified. The participants included 100 university foreign language teachers as well as 120 students from Central Russia. Results: The analysis revealed how the professors organized their digital learning spaces. Among others, the findings highlighted on which aspects they spent more Internet time, and the factors that limited digital use in class. The analysis of the students’ responses revealed some problems in using digital tools while learning a foreign language. The results can be used in developing students’ competences and in elaborating syllabus and teaching materials. Conclusions and recommendations. On the basis of recent achievements and collected data, the complex of pedagogical strategies to form digital competence among students during the foreign language learning have been elaborated. With the appropriate pedagogical accompaniment, digital technologies allow the development of student teachers’ digital competence to meet the demands of the modern society. Thus, it can increase the efficiency of foreign language teaching and will contribute to students’ personal development.

scholarly journals Borderlands of Possibility: Exploring the Construction of Professional Identity With Intern Teachers

in education ◽  
2017 ◽  
Vol 23 (1) ◽  
pp. 2-25
Author(s):  
Sharon L. Allan
Keyword(s):  
Preservice Teachers ◽  
Professional Identity ◽  
Student Teachers ◽  
Teacher Educators ◽  
Field Experience ◽  
Subject Position ◽  
Interpretive Case Study ◽  
Intern Teachers ◽  
Bachelor Of Education

Students enrolled in Bachelor of Education degree programs engage in academic study and field experiences that both validate and challenge their existing understandings of who they are and who they are becoming: their professional identity. This interpretive case study explored the ways in which four intern teachers constructed professional understandings during the 15 weeks of their culminating field experience: a borderland space. Ecologically defined as an ecotone, this time in between—of being a student and becoming a teacher—is a zone of transition, a crossroads of being and becoming. Using a series of conversational interviews where the researcher and the participants explored the experience of living on the borderland, this study revealed the challenges of constructing a professional identity as well as the ways in which these intern teachers gradually assumed the subject position: teacher. Four essential aspects of this experience were distilled from the findings of this inquiry and arranged into a conceptual framework to assist teacher educators as they craft curriculum capable of engaging student teachers in the consideration of who they are becoming as teachers. By contributing to our growing understanding of the ways in which preservice teachers view themselves as emerging professionals, this inquiry suggests deeper investigation of the mentor-mentee relationship is needed in order to better support student teachers on the borderlands of their final field experience.            Keywords: professional identity; borderland space; intern teachers; field experience; interpretive case study

scholarly journals Competence of future teachers in the digital security area

2021 ◽  
Author(s):  
Maria Jesus Gallego-Arrufat ◽  
Norma Torres-Hernández ◽  
Teresa Pessoa
Keyword(s):  
Preservice Teachers ◽  
Internet Use ◽  
Digital Content ◽  
Digital Identity ◽  
Initial Training ◽  
Digital Competence ◽  
Demand For Education ◽  
Digital Footprint ◽  
Item Questionnaire ◽  
Medium Level

Technology and Internet use poses digital security problems and risks. This article presents the results of a study evaluating the digital competence of preservice teachers within the DigCompEdu European framework. A group of 317 undergraduates from Spain and Portugal completed a 59-item questionnaire validated by experts to assess the level and predominant competence profile in initial training (including knowledge, uses and interactions, and attitudinal patterns). The results show that 47% of the participants fit the profile of teachers at medium-level digital risk; that is, they engage in habitual practices that involve risks such as sharing information and digital content inappropriately, not using strong passwords, and ignoring concepts such as digital identity, digital “footprint,” and digital reputation. The average values obtained for each item in the seven categories show that preservice teachers have medium-level competence in digital security. These individuals have good attitudes toward security but less knowledge and fewer skills and practices for safe, responsible Internet use. The study proposes future lines of research to respond to the demand for a better-prepared, more digitally competent citizenry. The demand for education in security, privacy, and digital identity is becoming increasingly important, and these elements form an essential part of initial training.

Using Online Video-Recorded Interviews to Connect the Theory and Practice of Inclusive Education in a Course for Student Teachers

2013 ◽  
Vol 37 (2) ◽  
pp. 107-124 ◽  
Author(s):  
Christopher Rayner ◽  
Jeanne Maree Allen
Keyword(s):  
Preservice Teachers ◽  
Student Teachers ◽  
Inclusive Education ◽  
Online Survey ◽  
Theory And Practice ◽  
Online Video ◽  
Traditional Lecture ◽  
Teachers Perceptions ◽  
Relevant Field ◽  
Type Of Delivery

This article reports on a study into university preservice teachers’ perceptions of online video-recorded interviews as an alternative to the traditional lecture format in a course on inclusive education. With the aim of assisting preservice teachers to link theory and practice, the series of video-recorded interviews focused on key concepts around educating students with diverse needs and abilities. The interviews were conducted between the course coordinator and a number of professionals with relevant field experience in special education and inclusion, and were then made available to preservice teachers online. Survey data indicated that this type of delivery model was perceived as effective in promoting engagement and learning, and in facilitating an understanding of the connection between theory and practice. Implications for teacher education are discussed.

scholarly journals Sustainability as a Goal in Teaching Workforce Retention: Exploring the Role of Teacher Identity Construction in Preservice Teachers’ Job Motivation

2021 ◽  
Vol 13 (5) ◽  
pp. 2698
Author(s):  
Di Wang ◽  
Lawrence Jun Zhang
Keyword(s):  
Preservice Teachers ◽  
Professional Identity ◽  
Student Teachers ◽  
Identity Construction ◽  
Teacher Identity ◽  
Chinese Language ◽  
Language Education ◽  
Extrinsic Factors ◽  
Job Motivation

With the rapid increase in the number of students learning Chinese as a second or foreign language (CSL/CFL), there is a great demand for Chinese language teachers. Although many teacher preparation programmes have been established, only a few graduates from these programmes enter the profession of Chinese language teaching. This has caused instability of the teaching team and has threatened the sustainability of Chinese language education. To explore the reasons why graduates leave this area and the role of professional identity construction in preservice Chinese teachers’ job motivation, this longitudinal qualitative study investigates the job motivation of three student-teachers as a goal of sustainability in teaching force retention. This study was conducted during the participating teachers’ teaching practicum as part of a master’s degree programme in China. By interviewing the three participants and analysing their self-reflective journals, we found that their job motivations changed considerably during the course of their training. Indeed, their professional identity construction did not determine their career choice. Extrinsic factors, such as income and permanent residence, seemed to significantly affect their motivation of entering the profession. Such findings are important, as they help us gain a better understanding of why preservice CSL/CFL teachers choose other careers upon completing teacher education. These results are especially pertinent to those working in Chinese contexts.

Fear of Missing Out as motivation to process information: How differences in Instagram use affect attitude formation online

2021 ◽  
pp. 146144482110118
Author(s):  
Dominik Neumann ◽  
Patricia T Huddleston ◽  
Bridget K Behe
Keyword(s):  
Social Media ◽  
Cognitive Processing ◽  
Online Survey ◽  
Regression Analyses ◽  
Fear Of Missing Out ◽  
Advertising Strategy ◽  
Social Media Platforms ◽  
Advertising Content ◽  
Practical Implications ◽  
Marketing Messages

Marketing on social media has become ubiquitous. Consequently, social media platforms are increasing the level of advertising content that users may later encounter when navigating online shopping websites. It is unclear how this amplification of exposure to marketing messages through social media affects consumers’ attitudes to products online. Furthermore, the roles of social media participation and proneness to experience Fear of Missing Out on product attitude remain largely unexplored. In this research ( N = 1002), we employed an online survey of US Instagram users. These data were submitted to three-way moderation regression analyses with attitude toward the product as the dependent variable. Consumers who are more active on social media and had high (vs low) Fear of Missing Out expressed more favorable attitudes toward online products after being exposed to Instagram content (vs not exposed). The theoretical and practical implications for cognitive processing research and advertising strategy and study limitations are discussed.

scholarly journals Low COVID-19 Vaccine Acceptance Is Correlated with Conspiracy Beliefs among University Students in Jordan

2021 ◽  
Vol 18 (5) ◽  
pp. 2407
Author(s):  
Malik Sallam ◽  
Deema Dababseh ◽  
Huda Eid ◽  
Hanan Hasan ◽  
Duaa Taim ◽  
...  
Keyword(s):  
University Students ◽  
Online Survey ◽  
Vaccine Hesitancy ◽  
Negative Consequences ◽  
Vaccine Acceptance ◽  
Awareness Campaigns ◽  
High Prevalence ◽  
Conspiracy Beliefs ◽  
Social Media Platforms ◽  
A Chain

Vaccination to prevent coronavirus disease 2019 (COVID-19) emerged as a promising measure to overcome the negative consequences of the pandemic. Since university students could be considered a knowledgeable group, this study aimed to evaluate COVID-19 vaccine acceptance among this group in Jordan. Additionally, we aimed to examine the association between vaccine conspiracy beliefs and vaccine hesitancy. We used an online survey conducted in January 2021 with a chain-referral sampling approach. Conspiracy beliefs were evaluated using the validated Vaccine Conspiracy Belief Scale (VCBS), with higher scores implying embrace of conspiracies. A total of 1106 respondents completed the survey with female predominance (n = 802, 72.5%). The intention to get COVID-19 vaccines was low: 34.9% (yes) compared to 39.6% (no) and 25.5% (maybe). Higher rates of COVID-19 vaccine acceptance were seen among males (42.1%) and students at Health Schools (43.5%). A Low rate of influenza vaccine acceptance was seen as well (28.8%), in addition to 18.6% of respondents being anti-vaccination altogether. A significantly higher VCBS score was correlated with reluctance to get the vaccine (p < 0.001). Dependence on social media platforms was significantly associated with lower intention to get COVID-19 vaccines (19.8%) compared to dependence on medical doctors, scientists, and scientific journals (47.2%, p < 0.001). The results of this study showed the high prevalence of COVID-19 vaccine hesitancy and its association with conspiracy beliefs among university students in Jordan. The implementation of targeted actions to increase the awareness of such a group is highly recommended. This includes educational programs to dismantle vaccine conspiracy beliefs and awareness campaigns to build recognition of the safety and efficacy of COVID-19 vaccines.

Bureaucratic organization and innovation : a mixed-methods study of U.S. State Department of Transportation website adoption

2017 ◽  
Author(s):  
◽  
A. J. Million
Keyword(s):  
Mixed Methods ◽  
Online Survey ◽  
State Level ◽  
State Department ◽  
Third Parties ◽  
Department Of Transportation ◽  
Structured Interviews ◽  
University Of Missouri ◽  
Bureaucratic Organization ◽  
Barriers To Change

[ACCESS RESTRICTED TO THE UNIVERSITY OF MISSOURI AT AUTHOR'S REQUEST.] This study explores bureaucratic organization and innovation in U.S. state department of transportation (DOT) websites. To determine if working with third parties fosters change in state DOT websites, it employs a two-part, explanatory sequential mixed-methods design. In phase one, an online survey was disseminated to IT managers and communications officers in all 50 states to collect data regarding agency demographics, bureaucratic models, and Web infrastructure. In total, 45 valid responses (or 90 percent) were received from DOTs indicating that most built, hosted, and managed their websites in-house, but that state-level IT consolidations required many to pool resources with third parties. In research phase two, 12 semi-structured interviews were conducted of a maximum variation sample of survey respondents. These interviews were conducted to explain why DOTs built and operated their websites with the support of third parties. Employing a grounded theoretical approach, analysis revealed 6 themes explaining website adoption and showed that working with third parties can foster innovation; however, not all change is positive. Therefore, a need exists for governments to selectively work with others, ascertain future barriers to change, and ensure that adopted innovations meet desired ends. Finally, five best practices informed by study findings are presented that may help decision-makers and civil servants provide e-government services in a flexible manner.

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