Assessment of Digital Competencies of Teacher Educators with the DigCompEdu Framework

Autor/inn/en	Bayrak Karsli, Meva; Küçük, Sevda; Kiliç, Raziye; Albayrak Ünal, Özge
Titel	Assessment of Digital Competencies of Teacher Educators with the DigCompEdu Framework
Quelle	In: International Journal of Curriculum and Instructional Studies, 13 (2023) 1, S.67-94 (28 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Bayrak Karsli, Meva) ORCID (Küçük, Sevda) ORCID (Kiliç, Raziye) ORCID (Albayrak Ünal, Özge)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2146-3638
Schlagwörter	Technological Literacy; Pedagogical Content Knowledge; Teacher Educators; Teacher Education Programs; State Universities; Teacher Attitudes; Learning Management Systems; Foreign Countries; Teaching Experience; Technology Uses in Education; Work Environment; Teacher Competencies; Teaching Methods; Faculty Development; Preservice Teachers; Turkey + Suchen Sie Ihr Suchwort? Technisches Wissen; Pädagogische Kompetenz; Teacher education; Education; Lehrerausbildung; Lehrerbildung; Staatliche Universität; Lehrerverhalten; Ausland; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Arbeitsmilieu; Lehrkunst; Teaching method; Lehrmethode; Unterrichtsmethode; Türkei
Abstract	This study aims to examine the digital competence levels of teacher educators, one of the essential stakeholders in the field of education, and their experiences of using digital technology in education processes based on the Digital Competencies for Educators (DigCompEdu) Framework. The study used an explanatory design, one of the mixed-method research designs. One hundred thirteen teacher educators working in a major state university in Türkiye participated in the study. According to the findings, teacher educators mostly use Learning Management Systems (LMS) and digital presentations, videos, and digital assessment tools. They have high competence in using digital technologies and see their work environment as sufficient in terms of technical infrastructure. Teacher educators' digital competencies and competencies for the leading competence areas are at the "Integrative - B1" level. Teacher educators at these levels are curious and open to innovations. However, educators should be supported in gaining higher-level competencies, such as using digital technologies, by supporting them with pedagogical approaches and providing guidance to other educators. In the interviews with teacher educators, the necessity of professional development programs in developing digital competencies for teacher educators and pre-service teachers was mentioned. In this context, obtained results and implications were discussed in detail. [This article includes an extended summary in Turkish.] (As Provided).
Anmerkungen	Curriculum and Instruction Association. Egitim Programlari ve Ogretim Dernegi, Hatay Sokak, No: 6/12, Kizilay, Turkey. Tel: +90-541-4690906; e-mail: ijocisjournal@gmail.com; Web site: http://www.ijocis.com/index.php/ijocis/index
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01