Teacher Educators' Use of Digital Tools and Needs for Digital Competence in Higher Education
By Lisbeth Amhag, L. Hellström, Martin Stigmar. Journal of Digital Learning in Teacher Education, 2019
349 citations recorded by the source corpus.
Abstract Based on a study at two Swedish universities, this article aimed to identify teacher educators' use of digital tools and subsequent need for digital competence in higher education. Methodically, a digital survey was distributed via e-mail to 405 teacher educators representing two faculties at the two universities; in total, 105 teacher educators responded. The survey included 16 questions, with closed- and open-ended varieties. Two theoretical foundations were used: the TPACK model and, as a complement, computer self-efficacy. Through analysis of self-reported use, competence, and need for professional training in digitalization in teaching, results show that teacher educators do not use digital tools primarily for pedagogical purposes. Thus, they need extensive pedagogical support in creating digital teaching. Further, teacher educators need to identify the pedagogical surplus value in their own teaching and learning context with digital tools to increase motivation for concrete, effective, and subject-oriented successful examples as presented by experienced teachers.
Subfields: Education, Gender Studies, Information Systems
View Paper: https://www.semanticscholar.org/paper/7e9fe02ac92d4b2af583a33990ff49947703793e
How researchers see this paper
The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.
In Education
Citations in the corpus
- Teachers’ online teaching expectations and experiences during the Covid19-pandemic in the Netherlands (2020, background): “Previous studies in this field support the need to critically encourage interaction between teachers and students in the context of online teaching (e.g. Amhag, Hellström, and Stigmar 2019).”