How can the digital competences of pre-service teachers be developed? Examining a case study through the lens of DigComp and DigCompEdu

Reisoğlu İ., Cebi A.

COMPUTERS & EDUCATION, cilt.156, 2020 (SCI-Expanded) identifier identifier

  • Yayın Türü: Makale / Tam Makale
  • Cilt numarası: 156
  • Basım Tarihi: 2020
  • Doi Numarası: 10.1016/j.compedu.2020.103940
  • Dergi Adı: COMPUTERS & EDUCATION
  • Derginin Tarandığı İndeksler: Science Citation Index Expanded (SCI-EXPANDED), Social Sciences Citation Index (SSCI), Scopus, Academic Search Premier, Aerospace Database, Applied Science & Technology Source, Communication Abstracts, Compendex, Computer & Applied Sciences, EBSCO Education Source, Education Abstracts, Educational research abstracts (ERA), INSPEC, Metadex, Psycinfo, DIALNET, Civil Engineering Abstracts
  • Anahtar Kelimeler: Improving classroom teaching, Pedagogical issues, Teacher professional development, 21st century abilities, Media in education, INTEGRATE TECHNOLOGY, EDUCATION, PERCEPTIONS, FRAMEWORK
  • Recep Tayyip Erdoğan Üniversitesi Adresli: Evet

Özet

In this study, a training program, which aimed to develop pre-service teachers' digital competences, was designed. After the training, pre-service teachers' opinions in terms of digital competence development, how they planned to use the digital competence knowledge and skills that they gained in the training program for their future professional careers, and pros and cons of the training were examined. The training was conducted as a case study that involved 24 preservice teachers. The pre-service teachers were provided 70 h of training on five competence areas of DigComp. Diaries and focus group interviews were used as data collection tools. The researchers followed two-phased qualitative data analysis procedure. Deductive and inductive analysis techniques were used. The results indicated that pre-service teachers should be trained for information and data literacy, communication and collaboration, digital content creation, safety and problem solving. In addition, digital competence trainings should be given in a way to include knowledge and practice about professional engagement, digital resources, teaching and learning, assessment and empowering learners. The study revealed that it is necessary for the digital competence trainings to be implemented effectively in which pre-service teachers collaborate on digital issues regardless of their previous experience. In addition, trainers should structure their courses so that pre-service teachers can see them as role models, and theoretical information as well as the possibility of learning by doing should be offered.