The Crisis of Knowledge as a Background for a Pedeutological Approach : Construction and Orientation in Information Environment

Kód výsledku v IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F00216224%3A14410%2F25%3A00141175" target="_blank" >RIV/00216224:14410/25:00141175 - isvavai.cz</a>

Výsledek na webu

<a href="https://www.tandfonline.com/doi/full/10.1080/10564934.2025.2490502?scroll=top&needAccess=true" target="_blank" >https://www.tandfonline.com/doi/full/10.1080/10564934.2025.2490502?scroll=top&needAccess=true</a>

DOI - Digital Object Identifier

<a href="http://dx.doi.org/10.1080/10564934.2025.2490502" target="_blank" >10.1080/10564934.2025.2490502</a>

Jazyk výsledku

angličtina

Název v původním jazyce

The Crisis of Knowledge as a Background for a Pedeutological Approach : Construction and Orientation in Information Environment

Popis výsledku v původním jazyce

This study investigates information literacy among 307 prospective teachers at Masaryk University's Faculty of Education. Employing qualitative research and thematic analysis, the research identifies core competencies and challenges with information literacy in pedagogical practice. Key implications include integrating information literacy into the curriculum, enhancing ICT confidence through hands-on experience, and leveraging high-quality online resources. Students form intuitive models of working with information that does not allow them to fully adapt their teaching by using digital resources. The study emphasizes the necessity for educators to employ a variety of search tools, critically assess information sources, and engage in reflective practice. It advocates for a dynamic conception of teacher identity, adaptable to the evolving demands of knowledge and technology.

Název v anglickém jazyce

The Crisis of Knowledge as a Background for a Pedeutological Approach : Construction and Orientation in Information Environment

Popis výsledku anglicky

This study investigates information literacy among 307 prospective teachers at Masaryk University's Faculty of Education. Employing qualitative research and thematic analysis, the research identifies core competencies and challenges with information literacy in pedagogical practice. Key implications include integrating information literacy into the curriculum, enhancing ICT confidence through hands-on experience, and leveraging high-quality online resources. Students form intuitive models of working with information that does not allow them to fully adapt their teaching by using digital resources. The study emphasizes the necessity for educators to employ a variety of search tools, critically assess information sources, and engage in reflective practice. It advocates for a dynamic conception of teacher identity, adaptable to the evolving demands of knowledge and technology.

Druh

J_imp - Článek v periodiku v databázi Web of Science

CEP obor

—

OECD FORD obor

50301 - Education, general; including training, pedagogy, didactics [and education systems]

Projekt

—

Návaznosti

S - Specificky vyzkum na vysokych skolach<br>I - Institucionalni podpora na dlouhodoby koncepcni rozvoj vyzkumne organizace

Rok uplatnění

2025

Kód důvěrnosti údajů

S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů

Název periodika

European Education

ISSN

1056-4934

e-ISSN

1944-7086

Svazek periodika

57

Číslo periodika v rámci svazku

2

Stát vydavatele periodika

GB - Spojené království Velké Británie a Severního Irska

Počet stran výsledku

18

Strana od-do

73-90

Kód UT WoS článku

001472306400001

EID výsledku v databázi Scopus

2-s2.0-105003267399