Training Pre-Service Teachers to Enhanced Digital Education

Autor/inn/en	Gisbert-Cervera, Mercè; Usart, Mireia; Lázaro-Cantabrana, José Luis
Titel	Training Pre-Service Teachers to Enhanced Digital Education
Quelle	In: European Journal of Teacher Education, 45 (2022) 4, S.532-547 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0261-9768
DOI	10.1080/02619768.2022.2098713
Schlagwörter	Foreign Countries; Preservice Teachers; Technological Literacy; Teacher Competencies; Age Differences; Preservice Teacher Education; Training; Information Technology; Early Childhood Teachers; Student Attitudes; Spain + Suchen Sie Ihr Suchwort? Ausland; Technisches Wissen; Lehrkunst; Age; Difference; Age difference; Altersunterschied; Lehramtsstudiengang; Lehrerausbildung; Ausbildung; Informationstechnologie; Early childhood; Early childhood education; Teacher; Teachers; Frühe Kindheit; Frühkindliche Bildung; Frühpädagogik; Lehrer; Lehrerin; Lehrende; Schülerverhalten; Spanien
Abstract	Teachers must be digitally competent at the beginning of their career. The main aim of this paper is to study whether specific training is necessary to enable pre-service teachers in Catalonia with the required level of teacher digital competence (TDC). Three cases are discussed. In the first case, TDC is self-assessed among first-year pre-service teachers (N = 1166). In the second, TDC is assessed among second year pre-service teachers who received specific training (N = 33). The third case measures TDC among third-year, pre-service teachers without any specific training in TDC (N = 151). Results reveal that pre-service teachers who are given specific training in TDC get better scores in the assessment compared to those who do not receive training. Practical implications on formative assessment emerge: specific training in TDC in higher education curricula must be practical and address methodological aspects of TDC. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01