Teacher Training for Educational Change: The View of International Experts

Autor/inn/en	García, José Manuel García-Vandewalle; García-Carmona, Marina; Trujillo Torres, Juan Manuel; Moya-Fernández, Pablo
Titel	Teacher Training for Educational Change: The View of International Experts
Quelle	In: Contemporary Educational Technology, 14 (2022) 1, S.330 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (García, José Manuel García-Vandewalle) ORCID (García-Carmona, Marina) ORCID (Trujillo Torres, Juan Manuel) ORCID (Moya-Fernández, Pablo)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1309-517X
Schlagwörter	Teacher Education Programs; Educational Change; Technological Literacy; Pedagogical Content Knowledge; Instructional Innovation; Teaching Methods; Educational Improvement; Specialists; Teacher Attitudes; Programming Languages; Faculty Development; Computational Linguistics; Language Usage + Suchen Sie Ihr Suchwort? Bildungsreform; Technisches Wissen; Pädagogische Kompetenz; Educational Innovation; Bildungsinnovation; Teaching method; Lehrmethode; Unterrichtsmethode; Teaching improvement; Unterrichtsentwicklung; Lehrerverhalten; Linguistics; Computerlinguistik; Sprachgebrauch
Abstract	Digital competence has become a new type of literacy that significantly impacts on people's lives, as it is paramount to their social and occupational integration. In educational institutions, teachers play a major role in developing the digital skills of their students. This study aims to determine the key elements of teacher training in the use of innovative technologies and methodologies with a view to providing alternatives to improve the educational process. The objective is to overcome deficiencies in the training of teachers in new technologies and innovative methodologies. A qualitative study based on interview data is used in two phases. For the first phase research, semi-structured interviews were conducted with eight international education experts from various fields on how best to train teachers. The second phase research involved a text mining analysis of the interview transcripts based on sentiment analysis and word counts using the advanced R statistical programming language. The second phase research was conducted using the R statistical programming language. The interview transcripts were analysed using sentiment analysis and a word cloud. The results reveal that teacher education should be practice-focused and supervised by senior teachers with the aid of students and heads of schools. Moreover, standards should be set to monitor the digital competence of teachers, who should be trained on an ongoing basis to keep them up to date in the use of digital technologies. (As Provided).
Anmerkungen	Contemporary Educational Technology. Faculty of Communication Sciences, Anadolu University, Yunus Emre Campus, Eskisehir 26470, Turkey. e-mail: editor@cedtech.net; Web site: http://www.cedtech.net
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01