Teachers' Problem-Solving Skills in Technology-Rich Environments: A Call for Workplace Learning and Opportunities to Develop Professionally

Autor/inn/en	De Wever, Bram; Hämäläinen, Raija; Nissinen, Kari; Mannonen, Joonas; Van Nieuwenhove, Lisse
Titel	Teachers' Problem-Solving Skills in Technology-Rich Environments: A Call for Workplace Learning and Opportunities to Develop Professionally
Quelle	In: Studies in Continuing Education, 45 (2023) 1, S.86-112 (27 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (De Wever, Bram) ORCID (Hämäläinen, Raija) ORCID (Nissinen, Kari) ORCID (Mannonen, Joonas) ORCID (Van Nieuwenhove, Lisse)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0158-037X
DOI	10.1080/0158037X.2021.2003769
Schlagwörter	Foreign Countries; Teachers; Problem Solving; Skills; Educational Technology; Workplace Learning; Faculty Development; Professional Development; Teacher Background; Adults; Professional Personnel; Incidental Learning; Educational Attainment; Austria; Belgium; Czech Republic; Denmark; Finland; Germany; Ireland; Netherlands; Norway; Poland; Slovakia; Sweden; United Kingdom + Suchen Sie Ihr Suchwort? Ausland; Lehrer; Lehrerin; Lehrende; Problemlösen; Skill; Fertigkeit; Unterrichtsmedien; Personalbestand; Inzidentelles Lernen; Bildungsabschluss; Bildungsgut; Österreich; Belgien; Tschechische Republik; Dänemark; Finnland; Deutschland; Irland; Niederlande; Norwegen; Polen; Slowakei; Schweden; Großbritannien
Abstract	This study focuses on the problem solving skills in technology-rich environments of teachers. PIAAC (Programme for the International Assessment of Adult Competencies) data on adults' (n = 11,294) competencies, is used to investigate how problem solving skills of teachers are associated with sociodemographic, work-related, and everyday-life related background factors. In addition, the problem solving skills in technology-rich environments of teachers are compared with those of other adults with a higher education degree. The main statistical analyses are conducted with logistic regression models under the design-based framework. Our findings illustrate that teachers' strong or weak skills seem to be associated with sociodemographic factors and work-related factors. When comparing teachers with other professionals, for high problem solving skills numeracy skill use at home was important on top of the sociodemographic factors, while teachers' weak skills seem to be associated with fewer ICT skill-use at work on top of the sociodemographic factors. Combining our results with earlier research that emphasises the importance of daily activities at work on the one hand, and the lack of room for teachers to actually work and learn together on the other hand, we argue that teachers may benefit from more opportunities to develop professionally at work. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01