Digital-Inclusive Transformation and Teacher Preparedness for Foreign Language Education – A Bilateral German-Norwegian Perspective
Digitalisation and inclusion can be understood as transversal topics in pre- and in-service teachers’ professional development. Both topics have attracted considerable research activity. However, questions of digital-inclusive transformation have only rarely been discussed within the field of foreig...
Saved in:
| Main Authors: | , , , , |
|---|---|
| Format: | Article |
| Language: | English |
| Published: |
University of Ljubljana
2025-03-01
|
| Series: | Center for Educational Policy Studies Journal |
| Subjects: | |
| Online Access: | https://www.cepsj.si/index.php/cepsj/article/view/1690 |
| Tags: |
Add Tag
No Tags, Be the first to tag this record!
|
| _version_ | 1850228980190281728 |
|---|---|
| author | Solveig Chilla Gerard Doetjes Karin Vogt Lina Abed Ibrahim Dina Tsagari |
| author_facet | Solveig Chilla Gerard Doetjes Karin Vogt Lina Abed Ibrahim Dina Tsagari |
| author_sort | Solveig Chilla |
| collection | DOAJ |
| description | Digitalisation and inclusion can be understood as transversal topics in pre- and in-service teachers’ professional development. Both topics have attracted considerable research activity. However, questions of digital-inclusive transformation have only rarely been discussed within the field of foreign language teaching. Researchers in the field state a pressing need to increase digital-inclusive transformation uptake in foreign language teacher education programmes to develop a transformation ‘mindset’ in (educational) stakeholders and (future) teachers. Transformation processes in education, however, interact with preparedness for digitalisation and inclusion among pre- and in-service teachers, since the attitude and the willingness of teachers to adapt to digital reality play a decisive role in improving the quality of (digitally enhanced) teaching and learning. Currently, little is known about the interrelationship between the preparedness to use digital technology for foreign language teaching and learning and the preparedness to include foreign language learners with diverse learning needs (DLN) in the digital-inclusive classroom. To this end, this bilateral cross-country study investigates factors that constitute an attitudinal component of foreign language teachers’ perceived preparedness for using digital technology with learners with diverse learning needs in Germany and Norway. The Teacher of English Preparedness to Diverse Learning Needs in the digital inclusive classroom questionnaire was administered to 221 participants. The results show a fresh perspective on preparedness for digitally enhanced inclusive teaching linked to educational system requirements for foreign language teaching. Importantly, confidence when using digital technology in the inclusive classroom is decisive. For teacher education, it is vital that the attitudinal component of teacher preparedness receives more attention throughout teacher training. It should be related to previous experience of teachers with DT in digital-inclusive environments and be part of a heuristic conceptualisation of teacher preparedness for digitalinclusive contexts. |
| format | Article |
| id | doaj-art-e2172ed8403a47a1a2743b6b00b6d646 |
| institution | OA Journals |
| issn | 1855-9719 2232-2647 |
| language | English |
| publishDate | 2025-03-01 |
| publisher | University of Ljubljana |
| record_format | Article |
| series | Center for Educational Policy Studies Journal |
| spelling | doaj-art-e2172ed8403a47a1a2743b6b00b6d6462025-08-20T02:04:21ZengUniversity of LjubljanaCenter for Educational Policy Studies Journal1855-97192232-26472025-03-011518312410.26529/cepsj.1690Digital-Inclusive Transformation and Teacher Preparedness for Foreign Language Education – A Bilateral German-Norwegian PerspectiveSolveig ChillaGerard DoetjesKarin VogtLina Abed IbrahimDina TsagariDigitalisation and inclusion can be understood as transversal topics in pre- and in-service teachers’ professional development. Both topics have attracted considerable research activity. However, questions of digital-inclusive transformation have only rarely been discussed within the field of foreign language teaching. Researchers in the field state a pressing need to increase digital-inclusive transformation uptake in foreign language teacher education programmes to develop a transformation ‘mindset’ in (educational) stakeholders and (future) teachers. Transformation processes in education, however, interact with preparedness for digitalisation and inclusion among pre- and in-service teachers, since the attitude and the willingness of teachers to adapt to digital reality play a decisive role in improving the quality of (digitally enhanced) teaching and learning. Currently, little is known about the interrelationship between the preparedness to use digital technology for foreign language teaching and learning and the preparedness to include foreign language learners with diverse learning needs (DLN) in the digital-inclusive classroom. To this end, this bilateral cross-country study investigates factors that constitute an attitudinal component of foreign language teachers’ perceived preparedness for using digital technology with learners with diverse learning needs in Germany and Norway. The Teacher of English Preparedness to Diverse Learning Needs in the digital inclusive classroom questionnaire was administered to 221 participants. The results show a fresh perspective on preparedness for digitally enhanced inclusive teaching linked to educational system requirements for foreign language teaching. Importantly, confidence when using digital technology in the inclusive classroom is decisive. For teacher education, it is vital that the attitudinal component of teacher preparedness receives more attention throughout teacher training. It should be related to previous experience of teachers with DT in digital-inclusive environments and be part of a heuristic conceptualisation of teacher preparedness for digitalinclusive contexts.https://www.cepsj.si/index.php/cepsj/article/view/1690digital-inclusive conceptdigital transformationforeign language teachinginclusionteacher preparedness |
| spellingShingle | Solveig Chilla Gerard Doetjes Karin Vogt Lina Abed Ibrahim Dina Tsagari Digital-Inclusive Transformation and Teacher Preparedness for Foreign Language Education – A Bilateral German-Norwegian Perspective Center for Educational Policy Studies Journal digital-inclusive concept digital transformation foreign language teaching inclusion teacher preparedness |
| title | Digital-Inclusive Transformation and Teacher Preparedness for Foreign Language Education – A Bilateral German-Norwegian Perspective |
| title_full | Digital-Inclusive Transformation and Teacher Preparedness for Foreign Language Education – A Bilateral German-Norwegian Perspective |
| title_fullStr | Digital-Inclusive Transformation and Teacher Preparedness for Foreign Language Education – A Bilateral German-Norwegian Perspective |
| title_full_unstemmed | Digital-Inclusive Transformation and Teacher Preparedness for Foreign Language Education – A Bilateral German-Norwegian Perspective |
| title_short | Digital-Inclusive Transformation and Teacher Preparedness for Foreign Language Education – A Bilateral German-Norwegian Perspective |
| title_sort | digital inclusive transformation and teacher preparedness for foreign language education a bilateral german norwegian perspective |
| topic | digital-inclusive concept digital transformation foreign language teaching inclusion teacher preparedness |
| url | https://www.cepsj.si/index.php/cepsj/article/view/1690 |
| work_keys_str_mv | AT solveigchilla digitalinclusivetransformationandteacherpreparednessforforeignlanguageeducationabilateralgermannorwegianperspective AT gerarddoetjes digitalinclusivetransformationandteacherpreparednessforforeignlanguageeducationabilateralgermannorwegianperspective AT karinvogt digitalinclusivetransformationandteacherpreparednessforforeignlanguageeducationabilateralgermannorwegianperspective AT linaabedibrahim digitalinclusivetransformationandteacherpreparednessforforeignlanguageeducationabilateralgermannorwegianperspective AT dinatsagari digitalinclusivetransformationandteacherpreparednessforforeignlanguageeducationabilateralgermannorwegianperspective |