Digital literacy in transversal competences of future teachers of vocational subjects

Kód výsledku v IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F61989592%3A15410%2F22%3A73614096" target="_blank" >RIV/61989592:15410/22:73614096 - isvavai.cz</a>

Výsledek na webu

<a href="https://www.sciemcee.org/library/books/london/trendsandcompetenciesinvocationaleducation/book.pdf" target="_blank" >https://www.sciemcee.org/library/books/london/trendsandcompetenciesinvocationaleducation/book.pdf</a>

DOI - Digital Object Identifier

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Jazyk výsledku

angličtina

Název v původním jazyce

Digital literacy in transversal competences of future teachers of vocational subjects

Popis výsledku v původním jazyce

Digital literacy has been a much-discussed topic in the context of Czech education in recent years, both the concept of digital literacy itself and the way of its development in pre-school, primary and secondary education. In higher education, this concept is probably assumed in a way and not given much attention at this level. Nowadays, information and digital literacy is imported into the curriculum of primary and secondary schools, and therefore we are mainly concerned here with these educational levels, but in the context of the preparation of future teachers of these levels of schools – we are analyzing the didactic aspects of the implementation of the European Framework of Digital Competences for Teachers in teacher education programmes. We pay special attention to the crosscutting competences, digitalization, systemic relationships and contexts in the teacher competence model, optimized for achieving digital literacy of educational subjects, enabling the subsequent development of digital literacy of pupils. The definitions and conclusions are discussed in the context of foreign sources and the currently addressed concept in the Czech Republic.

Název v anglickém jazyce

Digital literacy in transversal competences of future teachers of vocational subjects

Popis výsledku anglicky

Digital literacy has been a much-discussed topic in the context of Czech education in recent years, both the concept of digital literacy itself and the way of its development in pre-school, primary and secondary education. In higher education, this concept is probably assumed in a way and not given much attention at this level. Nowadays, information and digital literacy is imported into the curriculum of primary and secondary schools, and therefore we are mainly concerned here with these educational levels, but in the context of the preparation of future teachers of these levels of schools – we are analyzing the didactic aspects of the implementation of the European Framework of Digital Competences for Teachers in teacher education programmes. We pay special attention to the crosscutting competences, digitalization, systemic relationships and contexts in the teacher competence model, optimized for achieving digital literacy of educational subjects, enabling the subsequent development of digital literacy of pupils. The definitions and conclusions are discussed in the context of foreign sources and the currently addressed concept in the Czech Republic.

Druh

C - Kapitola v odborné knize

CEP obor

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OECD FORD obor

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

Projekt

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Návaznosti

I - Institucionalni podpora na dlouhodoby koncepcni rozvoj vyzkumne organizace

Rok uplatnění

2022

Kód důvěrnosti údajů

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

Název knihy nebo sborníku

Trends and Competencies in Vocational Education

ISBN

978-1-73993-782-9

Počet stran výsledku

26

Strana od-do

102-127

Počet stran knihy

304

Název nakladatele

Sciemcee Publishing

Místo vydání

London, UK

Kód UT WoS kapitoly

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