Pre-service Teachers' Digital Experiences through Digital Pedagogical Practices in Norway

P. Jimarkon, Phalangchok Wanphet, Kenan Dikilitaş
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引用次数: 4

Abstract

Digital skills are one of the key competences outlined in The European Reference Framework of Key Competences for Lifelong Learning prescribed by the EU in 2006. Integration of digital tools and resources into the classroom results in more platforms for teaching and learning activities. Teacher training programmes prepare pre-service teachers with pedagogical competencies and skills necessary for their future practices. This paper shows that pre-service teachers could overcome the pedagogical challenges during COVID-19 teaching by updating their present and future classroom teaching strategies around digital literacy. To explore further how these new teaching circumstances are understood and reflected on by pre-service teachers, the researchers collected written reflections of 52 pre-service teachers in Norway using an open-ended survey about their digital integration experiences in their practicum. This paper offers analyses of the reflections inductively to reveal the teachers’ process of development of their classroom teaching strategies as influenced by new digitalisation-related experiences. The findings show low levels of digital integration according to the SAMR model but moderate to high levels of satisfaction among pre-service teachers of digital practices. In the light of these findings, this study offers pedagogical technological implications for teachers and teacher educators who work with teacher education curricula.
职前教师 数字体验 通过挪威的数字教学实践
数字技能是欧盟2006年制定的《欧洲终身学习关键能力参考框架》中概述的关键能力之一。将数字工具和资源整合到课堂中,为教学活动提供了更多的平台。教师培训方案使职前教师具备未来实践所需的教学能力和技能。本文表明,职前教师可以通过围绕数字素养更新当前和未来的课堂教学策略,克服新冠肺炎教学中的教学挑战。为了进一步探索职前教师如何理解和反思这些新的教学环境,研究人员收集了挪威52名职前教师的书面反思,并对他们在实习中的数字整合经历进行了开放式调查。本文对这些反思进行归纳分析,揭示教师在数字化相关新体验的影响下,课堂教学策略的发展过程 。研究结果显示,根据SAMR模型,职前教师的数字整合水平较低,但对数字实践的满意度中等至较高。根据这些发现,本研究为从事教师教育课程的教师和教师教育工作者提供了教学技术启示。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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