A review of research exploring teacher preparation for the digital age
By Louise Starkey. Cambridge Journal of Education, 2019
312 citations recorded by the source corpus.
ABSTRACT Digital technologies and the Internet are increasing in prominence in schooling systems. As schools and teaching evolve as a result of the integration of technologies teacher preparation will also change. This paper examines research exploring the preparation of teachers for the digital age through a systematic literature review of articles published between 2008 and 2018. The findings provide insight into what has and has not been studied across a range of literature and the alignment with the broader context of digital integration in schools. A focus on digital competencies was identified which was framed in three ways across the literature; generic digital competence, digital teaching competence and an emerging concept of professional digital competence. How student teachers learn to engage in the professional work of a teacher in a digitally infused education system should underpin future research. A model of professional digital competence is proposed.
Subfields: Education, Information Systems
View Paper: https://www.semanticscholar.org/paper/6253184b1428e60f12913dcde21413cb4b0a9aae
How researchers see this paper
The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.
In Education
In Information Systems
Citations in the corpus
- Adopting HyFlex in higher education in response to COVID-19: students’ perspectives (2021, background): “The influx of digital technologies into HE has compelled teachers to acquire new competencies (Starkey, 2020), especially in terms of integrating the technologies into existing pedagogical practice for online activities (Kabakci Yurdakul & Çoklar, 2014) or assessments (Gudmundsdottir & Hatlevik,…”