DİJİTAL DÖNÜŞÜM SÜRECİNDE ÖĞRETMEN YETERLİLİKLERİNİN DEĞERLENDİRİLMESİ
The main purpose of this research is to understand the effects of the digital transformation process on teacher competencies and to reveal the perceptions, experiences and difficulties teachers face regarding this process from a qualitative perspective. In recent years, when digitalization in educat...
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| Veröffentlicht in: | TURAN : stratejik arastirmalar merkezi Jg. 17; H. 66; S. 373 - 378 |
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| Hauptverfasser: | , , , |
| Format: | Journal Article |
| Sprache: | Türkisch |
| Veröffentlicht: |
Kars
Sage Publishers’ House
01.04.2025
Sage Yayınları TURAN-SAM (TURAN Stratejik Arastirmalar Merkezi) |
| Schlagworte: | |
| ISSN: | 1308-8041, 1309-4033 |
| Online-Zugang: | Volltext |
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| Zusammenfassung: | The main purpose of this research is to understand the effects of the digital transformation process on teacher competencies and to reveal the perceptions, experiences and difficulties teachers face regarding this process from a qualitative perspective. In recent years, when digitalization in education has accelerated, especially with the COVID-19 pandemic, the mandatory and widespread use of digital technologies in educational environments has significantly transformed teachers' approach to these technologies, pedagogical practices and professional roles. In this context, teachers' digital competencies should be addressed not only with technical skills, but also with multidimensional areas such as pedagogical integration, digital ethics, digital literacy and digital citizenship. The research was conducted in line with the case study model, one of the qualitative research designs, and semistructured interviews were conducted with a total of 20 teachers working in different branches in Adıyaman province. A semistructured interview form developed by the researcher and structured with expert opinions was used as the data collection tool, and the data were analyzed with the descriptive analysis method. The research findings reveal that the vast majority of teachers identify digital transformation with the use of technological tools in education; and they generally define their digital competence levels as "medium level". However, a significant number of teachers have developed awareness of the pedagogical dimensions of digital transformation and stated that they are open to professional development. It has been determined that the use of digital tools in classroom practices is generally limited to presentation and content transfer, and interactive and student-centered technologies are less preferred. In addition, the most common problems encountered in the digital transformation process are inadequate infrastructure, lack of technical knowledge, and student disinterest. Other important findings include that teachers need support and guidance in the digital transformation process and that this process is not sustainable only with individual efforts. In this context, research findings show that teachers' competencies should be addressed multidimensionally in the digital transformation process and that institutional support systems, continuous professional development opportunities, and holistic education policies play a decisive role in this process. The integration of teachers with digital transformation necessitates not only an instrumental but also a cultural and pedagogical change; therefore, it is emphasized that teacher education should be structurally reexamined. |
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| Bibliographie: | ObjectType-Article-1 SourceType-Scholarly Journals-1 ObjectType-Feature-2 content type line 14 |
| ISSN: | 1308-8041 1309-4033 |