Pre-Service Teachers’ Perceptions of Their Digital Competencies and Ways to Acquire Those through Their Studies and Self-Organized Learning
Rapid digitalization and the fast rise of generative AI tools pose fresh challenges to educational institutions, teachers, and students. Teachers of all subjects are expected to pass on key digital competencies along with subject-related knowledge to facilitate students’ employability and navigation...
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| Format: | Article |
| Language: | English |
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MDPI AG
2024-08-01
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| Series: | Education Sciences |
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| Online Access: | https://www.mdpi.com/2227-7102/14/9/951 |
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| author | Katrin Göltl Roland Ambros Dominik Dolezal Renate Motschnig |
| author_facet | Katrin Göltl Roland Ambros Dominik Dolezal Renate Motschnig |
| author_sort | Katrin Göltl |
| collection | DOAJ |
| description | Rapid digitalization and the fast rise of generative AI tools pose fresh challenges to educational institutions, teachers, and students. Teachers of all subjects are expected to pass on key digital competencies along with subject-related knowledge to facilitate students’ employability and navigation in a society characterized by the impact of digital technology in all areas of life. However, several studies have shown that there is still a lack of integration of digital competencies in teacher training programs. Hence, to add to these previous studies, this paper aims to find and explore strategies and measures to equip secondary-level pre-service teachers with digital competencies and support them in professionally promoting their students’ digital skills. This happens by investigating what advanced pre-service teachers at a large European university miss and suggest changing to become more confident in promoting digital competencies at secondary school levels (K5–K12). In this context, the authors deepened a previously conducted university-wide survey among advanced secondary-level pre-service teachers through two focus groups to sharpen insights into challenges and good practices from the perspective of pre-service teachers. A thematic analysis of these focus groups confirmed the presumption that most pre-service teachers are keen on actively acquiring relevant digital competencies and gave insights into how they wish to have digital skills integrated into their studies. Additionally, it became evident that even though pre-service teachers can acquire several digital skills through self-study, they longed for collaboration and guidance to reach a professional level for “teaching” them to their students. |
| format | Article |
| id | doaj-art-2778a6df3d1b4abf826eddcc677ebea6 |
| institution | OA Journals |
| issn | 2227-7102 |
| language | English |
| publishDate | 2024-08-01 |
| publisher | MDPI AG |
| record_format | Article |
| series | Education Sciences |
| spelling | doaj-art-2778a6df3d1b4abf826eddcc677ebea62025-08-20T01:55:26ZengMDPI AGEducation Sciences2227-71022024-08-0114995110.3390/educsci14090951Pre-Service Teachers’ Perceptions of Their Digital Competencies and Ways to Acquire Those through Their Studies and Self-Organized LearningKatrin Göltl0Roland Ambros1Dominik Dolezal2Renate Motschnig3University of Vienna, Faculty of Computer Science, Doctoral School of Computer Science, 1010 Vienna, AustriaUniversity of Vienna, Faculty of Computer Science, Doctoral School of Computer Science, 1010 Vienna, AustriaUniversity of Vienna, Faculty of Computer Science, Doctoral School of Computer Science, 1010 Vienna, AustriaUniversity of Vienna, Faculty of Computer Science, Doctoral School of Computer Science, 1010 Vienna, AustriaRapid digitalization and the fast rise of generative AI tools pose fresh challenges to educational institutions, teachers, and students. Teachers of all subjects are expected to pass on key digital competencies along with subject-related knowledge to facilitate students’ employability and navigation in a society characterized by the impact of digital technology in all areas of life. However, several studies have shown that there is still a lack of integration of digital competencies in teacher training programs. Hence, to add to these previous studies, this paper aims to find and explore strategies and measures to equip secondary-level pre-service teachers with digital competencies and support them in professionally promoting their students’ digital skills. This happens by investigating what advanced pre-service teachers at a large European university miss and suggest changing to become more confident in promoting digital competencies at secondary school levels (K5–K12). In this context, the authors deepened a previously conducted university-wide survey among advanced secondary-level pre-service teachers through two focus groups to sharpen insights into challenges and good practices from the perspective of pre-service teachers. A thematic analysis of these focus groups confirmed the presumption that most pre-service teachers are keen on actively acquiring relevant digital competencies and gave insights into how they wish to have digital skills integrated into their studies. Additionally, it became evident that even though pre-service teachers can acquire several digital skills through self-study, they longed for collaboration and guidance to reach a professional level for “teaching” them to their students.https://www.mdpi.com/2227-7102/14/9/951digital competencedigital skillspre-service teachersteacher educationsecondary educationfocus group |
| spellingShingle | Katrin Göltl Roland Ambros Dominik Dolezal Renate Motschnig Pre-Service Teachers’ Perceptions of Their Digital Competencies and Ways to Acquire Those through Their Studies and Self-Organized Learning Education Sciences digital competence digital skills pre-service teachers teacher education secondary education focus group |
| title | Pre-Service Teachers’ Perceptions of Their Digital Competencies and Ways to Acquire Those through Their Studies and Self-Organized Learning |
| title_full | Pre-Service Teachers’ Perceptions of Their Digital Competencies and Ways to Acquire Those through Their Studies and Self-Organized Learning |
| title_fullStr | Pre-Service Teachers’ Perceptions of Their Digital Competencies and Ways to Acquire Those through Their Studies and Self-Organized Learning |
| title_full_unstemmed | Pre-Service Teachers’ Perceptions of Their Digital Competencies and Ways to Acquire Those through Their Studies and Self-Organized Learning |
| title_short | Pre-Service Teachers’ Perceptions of Their Digital Competencies and Ways to Acquire Those through Their Studies and Self-Organized Learning |
| title_sort | pre service teachers perceptions of their digital competencies and ways to acquire those through their studies and self organized learning |
| topic | digital competence digital skills pre-service teachers teacher education secondary education focus group |
| url | https://www.mdpi.com/2227-7102/14/9/951 |
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