Articles producció científica> Pedagogia

Training pre-service teachers to enhanced digital education

  • Identification data

    Identifier: imarina:9271505
    Handle: https://hdl.handle.net/20.500.11797/imarina9271505
    Authors:
    Gisbert-Cervera, MerceUsart, MireiaLuis Lazaro-Cantabrana, Jose
    Abstract:
    Teachers must be digitally competent at the beginning of their career. The main aim of this paper is to study whether specific training is necessary to enable pre-service teachers in Catalonia with the required level of teacher digital competence (TDC). Three cases are discussed. In the first case, TDC is self-assessed among first-year pre-service teachers (N = 1166). In the second, TDC is assessed among second year pre-service teachers who received specific training (N = 33). The third case measures TDC among third-year, pre-service teachers without any specific training in TDC (N = 151). Results reveal that pre-service teachers who are given specific training in TDC get better scores in the assessment compared to those who do not receive training. Practical implications on formative assessment emerge: specific training in TDC in higher education curricula must be practical and address methodological aspects of TDC.

  • Others:

    Author, as appears in the article.: Gisbert-Cervera, Merce; Usart, Mireia; Luis Lazaro-Cantabrana, Jose
    Department: Pedagogia
    URV's Author/s: Gisbert Cervera, Maria Mercedes / Lázaro Cantabrana, José Luis / Usart Rodríguez, Mireia
    Keywords: Technology Teacher evaluation Students Self-assessment Policy Ict Digital technology Digital skills Competency based education Competence Attitudes
    Abstract: Teachers must be digitally competent at the beginning of their career. The main aim of this paper is to study whether specific training is necessary to enable pre-service teachers in Catalonia with the required level of teacher digital competence (TDC). Three cases are discussed. In the first case, TDC is self-assessed among first-year pre-service teachers (N = 1166). In the second, TDC is assessed among second year pre-service teachers who received specific training (N = 33). The third case measures TDC among third-year, pre-service teachers without any specific training in TDC (N = 151). Results reveal that pre-service teachers who are given specific training in TDC get better scores in the assessment compared to those who do not receive training. Practical implications on formative assessment emerge: specific training in TDC in higher education curricula must be practical and address methodological aspects of TDC.
    Thematic Areas: Pedagogical & educational research Education & educational research Education Educació Ciencias sociales
    licence for use: https://creativecommons.org/licenses/by/3.0/es/
    Author's mail: mireia.usart@urv.cat merce.gisbert@urv.cat joseluis.lazaro@urv.cat
    Author identifier: 0000-0003-4372-9312 0000-0002-8330-1495 0000-0001-9689-603X
    Record's date: 2024-09-21
    Papper version: info:eu-repo/semantics/acceptedVersion
    Licence document URL: https://repositori.urv.cat/ca/proteccio-de-dades/
    Papper original source: European Journal Of Teacher Education. 45 (4): 532-547
    APA: Gisbert-Cervera, Merce; Usart, Mireia; Luis Lazaro-Cantabrana, Jose (2022). Training pre-service teachers to enhanced digital education. European Journal Of Teacher Education, 45(4), 532-547. DOI: 10.1080/02619768.2022.2098713
    Entity: Universitat Rovira i Virgili
    Journal publication year: 2022
    Publication Type: Journal Publications

  • Keywords:

    Education,Education & Educational Research
    Technology
    Teacher evaluation
    Students
    Self-assessment
    Policy
    Ict
    Digital technology
    Digital skills
    Competency based education
    Competence
    Attitudes
    Pedagogical & educational research
    Education & educational research
    Education
    Educació
    Ciencias sociales

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