Veteran Teachers and Digital Technologies: Myths, Beliefs and Professional Development

Autor/inn/en	Monteiro, Angélica; Mouraz, Ana; Thomas Dotta, Leanete
Titel	Veteran Teachers and Digital Technologies: Myths, Beliefs and Professional Development
Quelle	In: Teachers and Teaching: Theory and Practice, 26 (2020) 7-8, S.577-587 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Monteiro, Angélica) ORCID (Mouraz, Ana) ORCID (Thomas Dotta, Leanete)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1354-0602
DOI	10.1080/13540602.2021.1900809
Schlagwörter	Experienced Teachers; Beliefs; Misconceptions; Professional Development; Inservice Teacher Education; Elementary Secondary Education; Aging (Individuals); Influence of Technology; Technology Integration; Teacher Competencies; Motivation; Technological Literacy; Barriers; Foreign Countries; Portugal + Suchen Sie Ihr Suchwort? Belief; Glaube; Missverständnis; Lehrerfortbildung; Aging; Altern; Lehrkunst; psychologische; Motivation (psychologisch); Technisches Wissen; Ausland
Abstract	According to the Teaching and Learning International Survey (2019), the average age for a teacher, across OECD countries, is 44 years old, and the teacher workforce has aged in a number of countries, over the past 5 to 10 years. Given the demands expected from the contemporary teaching profession, the study of possible implications of ageing on the use of digital technologies in education is even more pertinent and relevant. This study aims to analyse veteran teachers' perceptions about digital technologies and outline possible pathways for their professional development. Data collected through literature review and content analysis of veteran teachers' perceptions, expressed in a continuing education training programme, show there are positive and negative thoughts and dilemmas related to the role of digital technology in education, and that there are myths regarding veteran teachers' digital skills, competences and motivation to change practices, as well as misconceptions about the relationship between technologies and educational reforms. The results also indicate possible pathways to successful training practice with this target group. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01