Nordic Journal of Comparative and International Education (NJCIE)最新文献_第6页

Editorial Introduction - Digital Competence in Teacher Education across Europe 编辑导言-欧洲教师教育中的数字能力

Nordic Journal of Comparative and International Education (NJCIE) Pub Date : 2021-11-30 DOI: 10.7577/njcie.4604

A. McDonagh, T. H. Giæver, L. Mifsud, J. Milton

{"title":"Editorial Introduction - Digital Competence in Teacher Education across Europe","authors":"A. McDonagh, T. H. Giæver, L. Mifsud, J. Milton","doi":"10.7577/njcie.4604","DOIUrl":"https://doi.org/10.7577/njcie.4604","url":null,"abstract":"The rationale for this special issue is based on the increasing and now almost ubiquitous use of technology in teaching and learning. As the exposure to technology in the classroom increases, so too will the requirement for all teachers to be digitally competent in its use for classroom teaching and learning. This special issue aims to evaluate student teachers' attitudes towards ICT, their understanding of digital competence, and how teacher training institutions prepare them to work in an ever-changing and evolving digital classroom. This special issue will also examine “digital distractions” viewed as potential downsides in the digitisation of classrooms. Furthermore, this publication will propose a new digital competence framework that includes Pedagogical, Ethical, Attitudinal, and Technological (PEAT) elements. It will discuss the rationale for its creation and the affordances that this framework offers. The origins for this publication grew from an Erasmus+ funded project, Developing ICT in Teacher Education (DiCTE) 2017-2020. The project aimed to explore and investigate how five teacher education institutions in four European countries instill and build the necessary skills that allow student teachers to develop into professionally competent users of digital technology in the","PeriodicalId":161134,"journal":{"name":"Nordic Journal of Comparative and International Education (NJCIE)","volume":"2015 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-11-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127299928","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 1

From digital competence to Professional Digital Competence 从数字能力到专业数字能力

Nordic Journal of Comparative and International Education (NJCIE) Pub Date : 2021-11-30 DOI: 10.7577/njcie.4233

Aslaug Grov Almås, A. Bueie, Toril Aagaard

{"title":"From digital competence to Professional Digital Competence","authors":"Aslaug Grov Almås, A. Bueie, Toril Aagaard","doi":"10.7577/njcie.4233","DOIUrl":"https://doi.org/10.7577/njcie.4233","url":null,"abstract":"The authors of this article have collaborated as part of a steering group for Norwegian state-funded research and development project designed to enhance the professional digital competence (PDC) of both teacher educators, practising, and student teachers. In this article, we give voice to students’ experiences of their PDC development during teacher education (TE). We investigate their ideas on how TE might be developed to prepare them better for professional careers in a digital context. The participants are studying at a Norwegian university where, from 2018 to 2021, PDC has become a major area of focus as part of the aforementioned project. The data consist of four group interviews with 17 students from different campuses. We find that student teachers employ a broad range of digital technologies during TE. They experience a diversity of digital didactical practices and engage in thematic discussions concerning digitalization. They also utilise many technologies and apply the digital knowledge they have acquired in their personal lives. While some of them request more technical support during TE, most want to see TE engaging them in more critical discussions about the educational opportunities and challenges that digitalization offers. We discuss some of the dilemmas that TE must address to respond to these findings. In particular, we elaborate on how students’ digital experiences can be used as a resource when preparing for their professional roles as teachers.","PeriodicalId":161134,"journal":{"name":"Nordic Journal of Comparative and International Education (NJCIE)","volume":"27 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-11-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116907726","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 20

Student teachers and their attitudes towards ICT 学生教师及其对ICT的态度

Nordic Journal of Comparative and International Education (NJCIE) Pub Date : 2021-11-30 DOI: 10.7577/njcie.4207

P. Camilleri, Bård Ketil Engen, O. Hatlevik, J. Rubio, Héctor Hernández Gassó

{"title":"Student teachers and their attitudes towards ICT","authors":"P. Camilleri, Bård Ketil Engen, O. Hatlevik, J. Rubio, Héctor Hernández Gassó","doi":"10.7577/njcie.4207","DOIUrl":"https://doi.org/10.7577/njcie.4207","url":null,"abstract":"This paper explores the attitudes that student teachers in Malta, Norway, and Spain convey to digital technologies in formal educational settings as they start the 1st semester. A number of studies look at educational inclinations and employment of digital technologies (Granić & Marangunić, 2019; Ritter, 2017; Scherer & Teo, 2019). We have chosen to examine student teachers’ attitudes towards the professional use of digital technologies within a pedagogical framework. In this respect, a comparative qualitative analysis of one open-ended question that forms part of a more extensive questionnaire distributed to all participants is considered. The employed analytical lens subsequently centres on four concepts: ‘adaptability’, ‘creativity’, ‘critical thinking’, and ‘understanding of technology’. In this regard, our findings support arguments for asserting ‘attitude’ as a kind of teacher-specific digital competence for guiding their practice. We conclude by suggesting our analytical framework as a potential point of initiation for further development to understand attitudes as forming part of teachers’ specific digital competencies within teacher education and professional practice.","PeriodicalId":161134,"journal":{"name":"Nordic Journal of Comparative and International Education (NJCIE)","volume":"59 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-11-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114076411","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 2

Digital Downsides in Teacher Education 教师教育中的数字化弊端

Nordic Journal of Comparative and International Education (NJCIE) Pub Date : 2021-11-30 DOI: 10.7577/njcie.4227

O. Hatlevik, G. Gudmundsdottir, A. Rohatgi

{"title":"Digital Downsides in Teacher Education","authors":"O. Hatlevik, G. Gudmundsdottir, A. Rohatgi","doi":"10.7577/njcie.4227","DOIUrl":"https://doi.org/10.7577/njcie.4227","url":null,"abstract":"This paper is particularly relevant in the context of a global pandemic when the majority of teaching is conducted online or in a hybrid environment that requires long hours in front of a screen. Online teaching is becoming increasingly important throughout education, and our findings draw attention to some of the challenges and possible pitfalls of the extensive use of digital technologies and, consequently, implications for teacher education. In the paper, we explore student teachers’ perceptions of digital downsides, their teaching tools self-efficacy, their resilience to digital distractions, and physical discomfort from the use of digital technology. We aim to identify these four concepts and examine whether and how they interconnect. A cross-sectional design was used to analyse data from 561 first-year student teachers enrolled in two teacher education programmes in two universities in Norway in 2019. The findings indicate that resilience to digital distractions decreases and a higher level of reported physical discomfort from digital technology increases student teachers’ perceived downsides of digital technologies. Overall, 38% of the variation in perceived digital downsides within the two teacher education programmes can be explained by these two concepts, as well as to the study programme the student teachers attended.","PeriodicalId":161134,"journal":{"name":"Nordic Journal of Comparative and International Education (NJCIE)","volume":"37 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-11-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128681772","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 2

Mind the gaps: On the North/South Nexus in the ‘Sport for Development and Peace’ discourse 注意差距:论“体育促进发展与和平”话语中的南北关系

Nordic Journal of Comparative and International Education (NJCIE) Pub Date : 2021-10-26 DOI: 10.7577/njcie.4464

Kabanda Mwansa, Florian Kiuppis

引用次数: 2

North-South collaboration: On the making of a Center for Comparative Education and Policy Studies at Addis Ababa University 南北合作:关于亚的斯亚贝巴大学比较教育与政策研究中心的建立

Nordic Journal of Comparative and International Education (NJCIE) Pub Date : 2021-10-26 DOI: 10.7577/njcie.4357

Alebachew Kemisso Haybano, A. Haley, S. Lindblad, Gun-Britt Wärvik

{"title":"North-South collaboration: On the making of a Center for Comparative Education and Policy Studies at Addis Ababa University","authors":"Alebachew Kemisso Haybano, A. Haley, S. Lindblad, Gun-Britt Wärvik","doi":"10.7577/njcie.4357","DOIUrl":"https://doi.org/10.7577/njcie.4357","url":null,"abstract":"The Ethiopian educational system has made promising advancements since the turn of the century. Despite this progress, education continues to grapple with a myriad of challenges, including differences in educational access and quality, insecure living conditions, and gender inequalities. Research can offer knowledge for tackling these challenges, but often it is knowledge from the global North that dominates, despite its questionable relevance to the global South. Therefore, this study analyses the evolvement of a Center for Comparative Education and Policy Studies, situated in an Ethiopian higher education context and supported by the Swedish International Development Cooperation Agency (SIDA), and how the Center has contributed to developing knowledge that is relevant to local contexts. An important outcome of the Center was the development of a doctoral program in International and Comparative Education and the knowledge produced in the doctoral theses that emerged. Our inquiry concerns how Southern theory contributes to an increased understanding of the development of the Center and the relevance of the doctoral theses. The findings underscore the importance of expanding Southern knowledge in education and the need for further reflection on the geopolitics of knowledge in research capacity development cooperation. ","PeriodicalId":161134,"journal":{"name":"Nordic Journal of Comparative and International Education (NJCIE)","volume":"26 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-10-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129269647","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 2

Scientization of international educational development 国际教育发展科学化

Nordic Journal of Comparative and International Education (NJCIE) Pub Date : 2021-10-26 DOI: 10.7577/njcie.4596

T. Bekele

引用次数: 0

Problematizing Scientization in International Organizations 国际组织的科学化问题

Nordic Journal of Comparative and International Education (NJCIE) Pub Date : 2021-10-26 DOI: 10.7577/njcie.4492

T. Bekele

{"title":"Problematizing Scientization in International Organizations","authors":"T. Bekele","doi":"10.7577/njcie.4492","DOIUrl":"https://doi.org/10.7577/njcie.4492","url":null,"abstract":"Comparative education studies examined the roles multilateral organizations and non-governmental organizations play in global governance and international development. Emphasis has been given to their engagements both at policy and practice levels as well as their impacts. Generally, the mechanisms international organizations use to govern education and development seem qualitatively to change over time. The most recent emerging research trajectory explains how international organizations primarily use the power of scientific knowledge for organizational legitimacy, credibility, and impact. This is referred to in the literature as soft governance, epistemic governance, scientization, or scientific multilateralism, as it significantly relies on the authority of scientific knowledge as opposed to hard, financial preconditions, for global governance and development. Our understanding of scientization is still in its ‘infancy’, partly due to its relatively recent emergence and partly due to the use of varied indicators to assess it across organizational types. To contribute toward further theorization, this study problematizes scientization in international organizations, with a focus on multilateral, intergovernmental organizations. The study is organized around answering this overarching question: What are the conceptual and methodological attributes or features of scientization in international organizations? Using sociological theories and conceptions of policymaking and transfer, it discusses core substantive, methodological, and theoretical issues of scientization having relevance for further research.","PeriodicalId":161134,"journal":{"name":"Nordic Journal of Comparative and International Education (NJCIE)","volume":"51 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-10-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127663644","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 2

The I’m Learning! intervention methodology for quality learning environments in developing country contexts 《我在学习!》发展中国家高质量学习环境的干预方法

Nordic Journal of Comparative and International Education (NJCIE) Pub Date : 2021-10-26 DOI: 10.7577/njcie.4055

Cameron Ryall, L. Zook

引用次数: 1

Scientifically Designed Teacher Education 科学设计教师教育

Nordic Journal of Comparative and International Education (NJCIE) Pub Date : 2021-08-16 DOI: 10.7577/njcie.4122

Jessica Aspfors, G. Eklund, Anna Holand, T. Fiskum, S. Hansen, K. Jegstad

引用次数: 0