Perception of Pre-Service Teachers Regarding Digital Competencies in Indonesia

This article aims to evaluate the digital competencies of prospective teachers in Indonesia in the context of digital education. A survey method was used to collect data from students and alumni of the physics education program from 2017 to 2022. A total of 248 respondents participated in the study, consisting of 202 students and 46 alumni. The collected data were then analyzed quantitatively. The research findings indicate that the majority of respondents showed a positive response to their abilities in all assessed dimensions of digital competencies. Literacy in information and data, communication and collaboration, digital content creation, safety, and problem-solving received favorable ratings. However, there is potential to improve skills in digital content creation. Overall, the respondents demonstrated a good level of competence in the evaluated digital competency indicators. The data also revealed that students and alumni of the physics education program are accustomed to using technology in their academic activities. They utilize Learning Management Systems (LMS) to access course materials, submit assignments, and take exams. Additionally, they employ various applications and collaborate online in groups. The program also offers courses that support the use of technology in learning. In conclusion, the perception of pre-service teachers towards digital competence is positive due to the support provided by the study program in offering technology-integrated courses

Responsible research and innovation in science education: insights from evaluating the impact of using digital media and arts-based methods on RRI values

The European Commission policy approach of Responsible Research and Innovation (RRI) is gaining momentum in European research planning and development as a strategy to align scientific and technological progress with socially desirable and acceptable ends. One of the RRI agendas is science education, aiming to foster future generations' acquisition of skills and values needed to engage in society responsibly. To this end, it is argued that RRI-based science education can benefit from more interdisciplinary methods such as those based on arts and digital technologies. However, the evidence existing on the impact of science education activities using digital media and arts-based methods on RRI values remains underexplored. This article comparatively reviews previous evidence on the evaluation of these activities, from primary to higher education, to examine whether and how RRI-related learning outcomes are evaluated and how these activities impact on students' learning. Forty academic publications were selected and its content analysed according to five RRI values: creative and critical thinking, engagement, inclusiveness, gender equality and integration of ethical issues. When evaluating the impact of digital and arts-based methods in science education activities, creative and critical thinking, engagement and partly inclusiveness are the RRI values mainly addressed. In contrast, gender equality and ethics integration are neglected. Digital-based methods seem to be more focused on students' questioning and inquiry skills, whereas those using arts often examine imagination, curiosity and autonomy. Differences in the evaluation focus between studies on digital media and those on arts partly explain differences in their impact on RRI values, but also result in non-documented outcomes and undermine their potential. Further developments in interdisciplinary approaches to science education following the RRI policy agenda should reinforce the design of the activities as well as procedural aspects of the evaluation research

Towards a Mapping Framework of ICT-enabled Innovation for Learning

ICT is regarded as a key enabler of innovation and creativity in E&T and for learning at large. Based on desk research and on previous JRC-IPTS studies, this report provides a definition and classification of ICT-enabled innovation for learning that has significant scale and/or impact at system level, both within formal Education and Training and outside formal settings. A mapping framework is also proposed that can be used for an in-depth analysis of existing initiatives showing how ICT-enabled innovation is implemented on a large scale. Finally, the report provides a preliminary application of four diverse initiatives on the proposed mapping framework.JRC.J.3-Information Societ

The Development of Prospective Primary School Science Teachers’ TPaCK Fostered by Innovative Science-Teacher Education

The EEdnaS study “Development and testing of digitally enriched science-related subject matter teaching in digital teaching-learning labs and university classrooms” aims to promote the professional competencies of prospective teachers that are needed for teaching science content in a world shaped by digitalization. To achieve this goal, university teaching units (seminars) that directly address cognitive components of a teacher’s professional competencies, which are important to teaching science content in primary school education, were developed. In addition, prospective teachers were asked to plan, implement, and evaluate primary school science education with a particular focus on digitization, as well as sharing the developed units as open-educational resources. This article reports on the impact of the first part of the seminar concept, in which the promotion of digitization-related, subject-specific teaching methodology, as well as content-related knowledge (TPaCK) was systematically promoted. In a standardized survey, it could be shown that the prospective teachers demonstrated positive developments, particularly in the components PCK, TCK, TPK, as well as TPaCK, regarding the self-efficacy in cognitive characteristics about one’s own ability within the reference frame of self. Furthermore, the development of knowledge, especially in the areas of TK, PCK, TCK, and TPK, could also be determined, but not in relation to TPaCK itself

The Effect of Teacher Training Programs on Chemistry Teachers' Readiness to Use ICTs in Teaching: A case study of Vietnamese New In-service Chemistry Teachers

Despite the widespread recognition of the TPACK and SAMR models as invaluable frameworks for integrating technology into teaching, Vietnamese teachers exhibit limited awareness and knowledge of these models. The research on teacher training in the country is also inadequate. This study aimed to address these gaps by investigating the levels of knowledge and current usage of technology among new in-service Chemistry teachers in Vietnam, using a TPACK-SAMR lens. The research questions focused on teachers' digital skills, perceptions of their teacher preparation program, and digital readiness for future technology integration. Data collection involved TPACK self-reported surveys, technology use frequency surveys, and individual interviews to gather further insights. The findings revealed that teachers exhibited high confidence in their digital skills, with the lowest confidence in Technological Content Knowledge (TCK). They frequently used technology, primarily at the Substitution and Augmentation levels of the SAMR model. However, the teacher training program needed to be improved, with recommendations for more hands-on exercises, peer collaboration, and a focus on commonly used educational technologies. The study's conclusions emphasize the need for teacher training programs to prioritize the development of TCK, implement effective practices such as work sample analysis and reflection, and encourage peer collaboration and networking opportunities between pre-service and in-service teachers. These findings contribute to the existing knowledge by highlighting areas for improvement in teacher training programs to enhance technology integration in Chemistry teaching

Education Workforce Initiative: Initial Research

The purpose of this initial research is to offer evidenced possibilities in the key areas of education workforce roles, recruitment, training, deployment and leadership, along with suggested areas for further research to inform innovation in the design and strengthening of the public sector education workforce. The examples described were identified through the process outlined in the methodology section of this report, whilst we recognise that separation of examples from their context is problematic – effective innovations are highly sensitive to context and uncritical transfer of initiatives is rarely successful. The research aims to support the Education Workforce Initiative (EWI) in moving forward with engaging education leaders and other key actors in radical thinking around the design and strengthening of the education workforce to meet the demands of the 21st century. EWI policy recommendations will be drawn from a number of country level workforce reform activities and research activity associated with the production of an Education Workforce Report (EWR). This research has informed the key questions, approach and structure of the EWR as outlined in the Education Workforce Report Proposal. Issues pertaining to teaching and learning in primary and secondary education are at the centre of the research reported here; the focus is on moving towards schools as safe places where all children/ young people are able to engage in meaningful activity. The majority of the evidence shared here relates to teachers and school leaders; evidence on learning support staff, district officials and the wider education workforce is scant. Many of the issues examined are also pertinent to the early childhood care and education sector but these are being examined in depth by the Early Childhood Workforce Initiative. Resourcing for the Education Workforce was out of scope of this initial research but the EC recognises, as outlined in the Learning Generation Report, that provision of additional finance is a critical factor in achieving a sustainable, strong and well-motivated education workforce, particularly but not exclusively, in low and middle income countries. The next stage of EWI work will consider the relative costs of current initiatives and modelling of the cost implications of proposed reforms. EWI aims to complement the work on teacher policy design and teacher career frameworks (including salary structures) being undertaken by other bodies and institutions such as Education International, the International Task Force on Teachers for 2030 and the Teachers’ Alliance, most particularly by bringing a focus on school and district leadership, the role of Education Support Professionals (ESPs) and inter-agency working

Teachers’ Perceptions of Competency-Based Curriculum Implementation, and Government Support: A Mixed Methods Study on Grade 1-5 Teachers in Homabay County, Kenya

Education reform is necessary as it allows a country to periodically review, revise, and evaluate its education systems and programs. Kenya recently adopted a competency-based education system, known as competency-Based Curriculum(CBC). This approach allows students work at their own pace to demonstrate mastery of the competencies required for their chosen field of study. However, previous studies on the implementation stages of CBC, particularly in elementary teacher preparedness, have indicated that teachers' knowledge of CBC is inadequate, they are ill-prepared, and thus they are unable to effectively teach and evaluate the new curriculum. Therefore, this study aims to investigate teacher perceptions, self-efficacy on digital technology use, and government support in the implementation of CBC, to identify the challenges teachers are facing and the support needed to effectively implement the curriculum. The study used a mixed-method convergent research design to answer the research questions. The participants were grade 1-5 teachers drawn from Homa Bay county. The study findings revealed that CBC teachers have conflicting views about CBC. Among all survey constructs, the government resource support had the highest mean, while the need for training on information and communication technology and the provision of digital technology materials to schools were mostly unfavorable. Survey respondents indicated moderate agreement with the relevant assertions. The study recommends the use of perception theory instead of self-efficacy theory to investigate teachers' opinions on the implementation of CBC. This approach can help create links between the identified issues and outcomes. Further research is necessary to examine how parents perceive the implementation of CBC and how their involvement can aid in learners' acquisition of the necessary competencies and skills. Keywords: Teachers’ perceptions, Competency-based curriculum, Government support, Digital technology DOI: 10.7176/JEP/14-9-09 Publication date:March 31st 202

Intercultural and digital competence in teacher training from an international perspective: Poland Portugal, Slovakia, Spain and Russia

This article presents one of the studies from the European project IRNET, a network that pursues the development of new tools and methods for advanced pedagogical science in the field of ICT instruments, elearning and intercultural competences. We intend to explore the application of international and national policies of innovative, digital Education and intercultural competences in teacher training, as well as innovative educational practices. Another objective of the project is also to identify such practises and/or research projects in order to foster intercultural and digital competences in Spain, Poland , Slovak, Portugal and Russia. From a comparative perspective and on a qualitative paradigm, we have analyzed three comparative units that have allowed, among other things, us to look at the impact of projects financed with European or national funds as promoters of change and innovation related to intercultural training and technologies information. Finally, it has been observed that teaching trends point to a professorship endowed with skills that integrate intercultural models from the joint search for the school of the future, and for that online networks and virtual learning communities are key resources

The Integration Of Technology: The Role Of Technological Pedagogical Content Knowledge and Self-Efficacy

Technology-mediated learning equips students with the skills to compete in the 21st century. Therefore, teachers as holders of an important role must have the ability to facilitate and create this learning environment. Higher education institutions have a role in providing various knowledge and abilities to students as prospective teachers to feel ready and able to integrate technology into learning effectively. This research aims to explore students' internal factors, especially TPACK and self-efficacy, which influence the integration of technology into learning. The research method uses an explanatory quantitative approach. The research sample was 132 accounting education students at the State University of Malang who took part in teaching assistance activities using proportional stratified random sampling. Data collection is distributed via G-Form and analyzed using multiple regression analysis. The results of the research show that technological pedagogical content knowledge and student self-efficacy have a positive and significant effect on the integration of technology into learning so that better TPACK and self-efficacy in students will make students more often integrate technology into learning in the future classroom. Therefore, this research is expected to provide material and insight for students regarding internal factors (TPACK and self-efficacy) related to the integration of technology into learning