Teachers' professional digital competence: an overview of conceptualisations in the literature
Educational research has increasingly drawn attention to teachers' professional digital competence.Various theoretical and methodological perspectives involving a plethora of terms are used to investigate teachers' competences in relation to technology-based teaching. The concept of teache...
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| Vydáno v: | Cogent education Ročník 9; číslo 1 |
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| Médium: | Journal Article |
| Jazyk: | angličtina |
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Abingdon
Cogent
2022
Taylor & Francis Ltd Taylor & Francis Group |
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| ISSN: | 2331-186X, 2331-186X |
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| Abstract | Educational research has increasingly drawn attention to teachers' professional digital competence.Various theoretical and methodological perspectives involving a plethora of terms are used to investigate teachers' competences in relation to technology-based teaching. The concept of teachers' professional digital competence still appears to be ambiguous and elusive. This literature overview aims to scrutinise if, and how the concepts addressing teachers' professional digital competence are defined or conceptualised in research. In the publications retrieved from the search in educational databases, we found that the concept of teachers' professional digital competence, or related concepts, was frequently mentioned in abstracts, keywords and full texts, but to a large extent, it was rarely described in detail. In our final corpus of 18 publications, we could distinguish seven recurring aspects of teachers' professional digital competence; 1) technological competence, 2) content knowledge, 3) attitudes to technology use, 4) pedagogical competence, 5) cultural awareness, 6) critical approach and 7) professional engagement, with the technological and pedagogical competences as the most prominent. Inspired by Bronfenbrenner's ecological systems theory, these aspects are analysed as operating within microsystems of individual teachers and within meso- and macrosystems of interactive teachers in interplay with the situated classroom contexts and on larger societal systems. |
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| AbstractList | Educational research has increasingly drawn attention to teachers’ professional digital competence.Various theoretical and methodological perspectives involving a plethora of terms are used to investigate teachers’ competences in relation to technology-based teaching. The concept of teachers’ professional digital competence still appears to be ambiguous and elusive. This literature overview aims to scrutinise if, and how the concepts addressing teachers’ professional digital competence are defined or conceptualised in research. In the publications retrieved from the search in educational databases, we found that the concept of teachers’ professional digital competence, or related concepts, was frequently mentioned in abstracts, keywords and full texts, but to a large extent, it was rarely described in detail. In our final corpus of 18 publications, we could distinguish seven recurring aspects of teachers’ professional digital competence; 1) technological competence, 2) content knowledge, 3) attitudes to technology use, 4) pedagogical competence, 5) cultural awareness, 6) critical approach and 7) professional engagement, with the technological and pedagogical competences as the most prominent. Inspired by Bronfenbrenner’s ecological systems theory, these aspects are analysed as operating within microsystems of individual teachers and within meso- and macrosystems of interactive teachers in interplay with the situated classroom contexts and on larger societal systems. |
| Author | Skantz-Åberg, Ewa Williams, Pia Lantz-Andersson, Annika Lundin, Mona |
| Author_xml | – sequence: 1 givenname: Ewa surname: Skantz-Åberg fullname: Skantz-Åberg, Ewa email: ewa.skantz.aberg@gu.se organization: Communication and Learning, Gothenburg University – sequence: 2 givenname: Annika orcidid: 0000-0002-0981-3716 surname: Lantz-Andersson fullname: Lantz-Andersson, Annika organization: Communication and Learning, Gothenburg University – sequence: 3 givenname: Mona orcidid: 0000-0002-8072-5786 surname: Lundin fullname: Lundin, Mona – sequence: 4 givenname: Pia orcidid: 0000-0002-3682-2781 surname: Williams fullname: Williams, Pia organization: Communication and Learning, Gothenburg University |
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| Title | Teachers' professional digital competence: an overview of conceptualisations in the literature |
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