Philippines teachers’ beliefs on digital teaching competence in post-pandemic recovery: Still prefer online?

As the effect of school closure following the coronavirus lockdowns, the use of virtual classrooms has extremely rocketed to replace face-to-face school interaction. This change has resulted in new habits and adaptation in methods and approaches of teaching, particularly in the era of post pandemic recovery. This study is based on the phenomena occurred in most of school environments where digital (online) teaching practices become a new habit for teachers and students. A question that may arise is “do they still prefer online after the pandemic?” Drawing on this issue, this study aims to examine the beliefs of Philippines junior high schools teachers on digital teaching competence and to explore their preferences on teaching methods (online or offline) in post pandemic recovery. This study utilized a discovery-oriented qualitative approach, bridging into personal narrative and ethnographic perspective by involving twelve teachers teaching at several junior high schools in Davao Philippines. The results revealed that the teachers’ beliefs mattered in terms of digital platforms (tools) and classroom activities. The results further depicted that their acquisition of digital teaching competence greatly depended on teacher professional development programs and individual trainings. Moreover, this study also discussed the teachers’ preferences on the model of teaching either online or offline after the schools is opened. The results of this study contribute to providing valuable insights into redefining the situation of teaching and learning process in the era of post pandemic recovery.

Building community using experiential education with elementary preservice teachers in a social studies methodology course

There is urgency for teacher educators to instruct preservice teachers in the tenants of social justice education. This urgency is based upon the American demographic landscape and the responsibility of educators to teach for social justice. Preservice teachers report feeling inadequately prepared to educate for social justice when entering the classroom setting (citations from below). Feelings of incompetence in social justice teaching expressed among preservice teachers coupled with minimal examination in the literature of the effects of teacher education practices that aid in the readiness to teach for social justice provided the foundation for this study. This study examined experiential methodologies that can prepare preservice teachers to teach for social justice, particularly within a social studies context. The study focused on two research questions: (a) How do preservice elementary teachers in a social studies methods course conceptualize teaching for social justice within an experiential framework? (b) In what ways did preservice teachers operationalize teaching for social justice in the practicum classroom? Also examined was how the development of community in a social studies methodology course fostered the understanding of teaching for social justice. The findings highlight how preservice teachers were able to conceptualize building communities with experiential methods to teach for social justice and how doing so created an effective learning community. Although the preservice teachers valued the implementation of experiential methods to foster the teaching of social justice, difficulties were expressed in their incorporation of experiential methods in the practicum environment due to a lack of confidence, teaching competence, or collegial support.

THE MEDIATING EFFECT OF SYMPTOMS OF ANXIETY ON THE RELATIONSHIP BETWEEN APPRAISAL AND TEACHING COMPETENCE OF TEACHERS IN SAN ISIDRO,DAVAO ORIENTAL, PHILIPPINES

This study determined the mediating effect of symptoms of anxiety on the relationship between appraisal and teaching competence of teachers in elementary and secondary schools of San Isidro North and South Districts. The descriptive-correlational research design was utilized in this study employing stratified random sampling with 300 sampled teachers. Data collection was made through administration of survey questionnaires. Three sets of adapted survey questionnaires were used and were subjected for content validity and reliability test. The analysis of data was done using the Mean, Pearson-r, Multiple Regression Analysis and Medgraph using Sobel z-test. The results revealed that the level of appraisal and teaching competence of teachers were very high and the level of symptoms of anxiety was high. A positive significant relationship between appraisal and teaching competence, appraisal and symptoms of anxiety, and symptoms of anxiety and teaching competence was proven in the study. Further, the findings showed that symptoms of anxiety played a partial mediation, thus, it cannot fully account on the influence of appraisal towards teaching competence. Although teachers manifested a high level of symptoms of anxiety, still, they showed a very high level of appraisal and a very high level of teaching competence. Moreover, a high level of symptoms of anxiety did not hinder teachers capability to be very highly competent in teaching.

Towards an Insertion of Technologies: The Need to Train in Digital Teaching Competence

The purpose of this study is to analyze the perception of the digital teaching competences of the students of the Degree in Pre-School Education, Degree in Primary Education and Master in Teacher Training for Secondary Education. Additionally, this paper includes the students’ perception of their teachers’ digital competence. A mixed non-experimental methodology has been used with 428 the University of Alicante students participating. The results show a positive perception of the students about their digital teaching competence with contrasts with a deficient evaluation in relation to the digital teaching training of their teaching staff. Based on these results, the need to apply an improvement in the manipulative and didactic technological training of university teachers is corroborated as well as an adaptation of the teaching skills to the needs of the ICS in order to be able to carry out the correct preparation of the teaching staff in training.

Sustainability and Digital Teaching Competence in Higher Education

This article examines the research that explores the relationship between sustainability and digital teaching competence in the university environment, through a qualitative systematic review, which covers 2011 to 2021. It is intended to identify how sustainability is applied in higher education through teaching experiences linked to the use of ICT, where the digital teaching competence is specified and put into practice. In other words, it is about responding to the following questions: What digital skills are being applied to develop educational sustainability in higher education? In which aspects of educational and pedagogical sustainability are they projected? As a work methodology, the PRISMA protocol is applied as the technique of systematic review, using the Scopus and WOS databases as sources of information. Subsequently, a qualitative analysis of the selected articles is carried out using the ATLAS.ti scientific software, using the DigCompEdu model as the basis for the analysis of the information. The results shed light on the panorama of research on digital competence and sustainability and the evolution of scientific production over ten years, as well as the methodology applied in these studies. The DigCompEdu model is found to be useful for registering the modalities of teaching competencies put into practice, manifesting a primacy of pedagogical digital competences over those of professional development and student empowerment. Sustainability development areas are also identified, linked to teaching digital competence, such as inclusion, educational quality or lifelong learning.

Multicultural teaching competence among undergraduate faculty: a convergent mixed methods study

Purpose Increased student diversity in universities across the USA has increased the need for post-secondary educators to develop multicultural teaching competence (MTC). Most studies of MTC focus on educators teaching grades K-12. The purpose of this study is to determine how faculty members rate themselves in terms of MTC, what multicultural knowledge and skills faculty report and how they integrate these skills into their teaching practice and what barriers exist to developing and implementing MTC. The purpose of this study was to examine the factors that impact undergraduate faculty integration of multicultural awareness and attitudes into their teaching practices to enhance student learning. Design/methodology/approach A convergent mixed methods study used survey and interview data from undergraduate faculty. Select items from the MTC Inventory (MTCI) and social justice scales (SJS) were administered. Interviews (N = 7) were transcribed and analyzed using thematic analysis. Quantitative and qualitative data were compared to examine convergence and divergence. Findings Quantitative results revealed undergraduate faculty’s awareness, knowledge and skills as indicated by percent agreement with items from the MTCI and SJS instruments. Qualitative findings included the following four themes: knowledge building, addressing diversity in the classroom, barriers and challenges, and needs and recommendations. Qualitative data corroborated or explained many of the quantitative results and provided insight into these trends and barriers that impact MTC. Originality/value This is the first study of its kind, to our knowledge, that has used a mixed methods research design to examine factors that impact MTCs and associated barriers among a sample of undergraduate faculty across disciplines in one urban university.