Teachers' Digital Competencies: Diagnosis and Development in the Context of the Teacher21 Model

Kód výsledku v IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F68407700%3A21630%2F24%3A00376519" target="_blank" >RIV/68407700:21630/24:00376519 - isvavai.cz</a>

Výsledek na webu

<a href="https://doi.org/10.18421/TEM133-47" target="_blank" >https://doi.org/10.18421/TEM133-47</a>

DOI - Digital Object Identifier

<a href="http://dx.doi.org/10.18421/TEM133-47" target="_blank" >10.18421/TEM133-47</a>

Jazyk výsledku

angličtina

Název v původním jazyce

Teachers' Digital Competencies: Diagnosis and Development in the Context of the Teacher21 Model

Popis výsledku v původním jazyce

This article explores the use of the Teacher21 Model for the diagnosis and development of teachers' digital competencies. The Teacher21 Model is based on the European Framework of Reference for Teachers' Digital Competencies and divides them into six domains: professional engagement, digital resources, teaching, digital assessment, student support, and supporting students' digital competencies. The paper presents the results of the analysis of data obtained from a survey that included three groups of respondents: future (prospective) teachers, future (prospective) ICT methodologists and current teachers. The aim of the research is to find out how these groups perceive their digital competencies in relation to the Teacher21 Model and to identify differences between them. The results showed that all three groups have an average level of digital competencies, with the highest level in the area of professional engagement and the lowest in the area of digital assessment. The paper goes on to offer recommendations for developing teachers' digital competencies in line with trends in education and highlights the importance of the quality of education in the digital age.

Název v anglickém jazyce

Teachers' Digital Competencies: Diagnosis and Development in the Context of the Teacher21 Model

Popis výsledku anglicky

This article explores the use of the Teacher21 Model for the diagnosis and development of teachers' digital competencies. The Teacher21 Model is based on the European Framework of Reference for Teachers' Digital Competencies and divides them into six domains: professional engagement, digital resources, teaching, digital assessment, student support, and supporting students' digital competencies. The paper presents the results of the analysis of data obtained from a survey that included three groups of respondents: future (prospective) teachers, future (prospective) ICT methodologists and current teachers. The aim of the research is to find out how these groups perceive their digital competencies in relation to the Teacher21 Model and to identify differences between them. The results showed that all three groups have an average level of digital competencies, with the highest level in the area of professional engagement and the lowest in the area of digital assessment. The paper goes on to offer recommendations for developing teachers' digital competencies in line with trends in education and highlights the importance of the quality of education in the digital age.

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

I - Institucionalni podpora na dlouhodoby koncepcni rozvoj vyzkumne organizace

Rok uplatnění

2024

Kód důvěrnosti údajů

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

Název periodika

TEM Journal - Technology, Education, Management, Informatics

ISSN

2217-8309

e-ISSN

2217-8333

Svazek periodika

13

Číslo periodika v rámci svazku

3

Stát vydavatele periodika

RS - Srbská republika

Počet stran výsledku

13

Strana od-do

2195-2207

Kód UT WoS článku

001315548100047

EID výsledku v databázi Scopus

2-s2.0-85207033101