Παρακαλώ χρησιμοποιήστε αυτό το αναγνωριστικό για να παραπέμψετε ή να δημιουργήσετε σύνδεσμο προς αυτό το τεκμήριο:
https://ruomo.lib.uom.gr/handle/7000/1611
Τίτλος: | Assessing teachers' digital competence in primary and secondary education: Applying a new instrument to integrate pedagogical and professional elements for digital education |
Συγγραφείς: | Tzafilkou, Katerina Perifanou, Maria Economides, Anastasios A. |
Τύπος: | Article |
Θέματα: | FRASCATI::Social sciences::Educational sciences FRASCATI::Natural sciences::Computer and information sciences FRASCATI::Social sciences::Media and communications FRASCATI::Social sciences::Educational sciences::Education, general (including: training, pedagogy,didactics) |
Λέξεις-Κλειδιά: | Digital competence Digital education Digital school Digital skills Digital teaching Information literacy teachers' digital competence teachers' digital skills educators' digital competence educators' digital skills Teachers’ professional development teachers' training |
Ημερομηνία Έκδοσης: | 5-Μαΐ-2023 |
Εκδότης: | Springer |
Πηγή: | Education and information technologies |
Πρώτη Σελίδα: | 1 |
Τελευταία Σελίδα: | 24 |
Επιτομή: | Teachers' digital competence (DC) is an important condition for the effective application of technology in education. Although several DC tools have been designed, adjustments to digital education and pedagogical or professional components are still scarce. Therefore, this study aims at developing a new instrument for assessing teachers' DC regarding their pedagogical and professional activities in the context of digital school and digital education. The study also examines the teachers' total DC scores and explores the differences between teacher profiles on a sample of 845 teachers in primary and secondary education in Greece. The final instrument comprises 20 items allocated in six components: 1) Teaching preparation; 2) Teaching delivery & students' support; 3) Teaching evaluation & revision; 4) Professional development; 5) School's development; and 6) Innovating education. The PLS-SEM analysis indicated the validity and reliability of the model in respect to its factorial structure, internal consistency, convergence validity, and model fitness. The results revealed DC inefficiency among teachers in Greece. Primary school teachers reported significantly lower scores in Professional development and Teaching delivery & students support. Female teachers reported significantly lower scores in Innovating education and School's development, but they reported higher scores in Professional development. The contribution and practical implications are discussed in the paper. |
URI: | https://doi.org/10.1007/s10639-023-11848-9 https://ruomo.lib.uom.gr/handle/7000/1611 |
ISSN: | 1360-2357 |
Αλλοι Προσδιοριστές: | 10.1007/s10639-023-11848-9 |
Εμφανίζεται στις Συλλογές: | Τμήμα Οικονομικών Επιστημών |
Αρχεία σε αυτό το Τεκμήριο:
Αρχείο | Περιγραφή | Μέγεθος | Μορφότυπος | |
---|---|---|---|---|
2023_EIT_Assessing teachers’ digital competence in primary and secondary education- Applying a new instrument to integrate pedagogical and professional elements for digital education.pdf | 896,45 kB | Adobe PDF | Προβολή/Ανοιγμα |
Αυτό το τεκμήριο προστατεύεται από Αδεια Creative Commons