Teacher positioning in educational ICT policies: implications for digital teacher identity development in under-resourced contexts

IF 2.8 2区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Journal of Education Policy Pub Date : 2024-08-07 DOI:10.1080/02680939.2024.2386309

Felix Kwihangana

引用次数: 0

Abstract

This study explores how ICT policies assign positions and digital teacher identities to educators in under-resourced contexts. It examines implications of such positioning on the training of techno...

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教育信息与传播技术政策中的教师定位：对资源不足情况下数字教师身份发展的影响

本研究探讨了信息与传播技术政策如何在资源不足的环境中为教育工作者分配职位和数字教师身份。研究探讨了这种定位对技术教师培训的影响。

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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来源期刊

Journal of Education Policy EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

8.10

自引率

8.00%

发文量

期刊介绍： The Journal of Education Policy publishes original, critically and theoretically informed research that discusses, analyses and debates policymaking, policy implementation and the impact of policy at all levels and in all facets of formal and informal education. The journal is interested in analysis and theorisation of policy that is transposable, that has generic interest and relevance - national policy case studies would need to be conceptually and/or methodologically generalisable. The journal also publishes work that presents new methods of research and research studies that are experimental and innovative. The journal offers a forum for theoretical debate, as well as historical, philosophical and comparative studies, across different countries, contexts and levels of education. A valuable resource for academics, researchers, educators and policy makers, Journal of Education Policy provides rigorous and original insights into educational policy development, implications and global impact.