International Insights about a Holistic Model of Teaching Competence for a Digital Era: The Digital Teacher Framework Reviewed

Autor/inn/en	Castañeda, Linda; Esteve-Mon, Francesc Marc; Adell, Jordi; Prestridge, Sarah
Titel	International Insights about a Holistic Model of Teaching Competence for a Digital Era: The Digital Teacher Framework Reviewed
Quelle	In: European Journal of Teacher Education, 45 (2022) 4, S.493-512 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Castañeda, Linda) ORCID (Esteve-Mon, Francesc Marc) ORCID (Adell, Jordi) ORCID (Prestridge, Sarah)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0261-9768
DOI	10.1080/02619768.2021.1991304
Schlagwörter	Holistic Approach; Models; Teacher Competencies; Educational Technology; Technological Literacy; Foreign Countries; Expertise; Technology Uses in Education; Teacher Attitudes; Parent Teacher Cooperation; Professional Autonomy; Educational Environment; Australia; Europe; Latin America + Suchen Sie Ihr Suchwort? Holistischer Ansatz; Analogiemodell; Lehrkunst; Unterrichtsmedien; Technisches Wissen; Ausland; Expert appraisal; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Lehrerverhalten; Parent teacher relation; Parent-teacher cooperation; Parent-teacher relation; Parent-teacher relationship; Parent teacher relationship; Eltern-Lehrer-Beziehung; Berufsfreiheit; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Australien; Europa; Lateinamerika
Abstract	This paper qualitative examines a holistic framework for teaching in the digital era. The examination is based on teachers' perspectives of their career, that is, what core features can be said to characterise teacher's practice, across contexts, cultures and subjects. Semi-structured interviews of expert teachers, specifically from Australia, Europe and the Latin-America, are the main data source. The design process sought to examine teachers' approaches to their professional definition and their agency to enact this, against a theoretically validated framework. Results indicated the emergence of three defining categories based on the validation and synthesis of the relationships between six elements in the theoretical model. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01