NotesFAQContact Us
Collection
Advanced
Search Tips
Back to results
ERIC Number: ED660779
Record Type: Non-Journal
Publication Date: 2024
Pages: 99
Abstractor: As Provided
ISBN: 978-92-68-20677-5
ISSN: ISSN-1831-9424
EISSN: N/A
Using Self-Reflection to Support Teacher Professional Learning and Development of Their Digital Competence: A Multi-Case Study Using SELFIEforTEACHERS
Anastasia Economou; Eleni A. Kyza; Yiannis Georgiou; Georgios Kapsalis; Sean Gallagher; Conor Galvin; Eleftheria Gonida; Davinia Hernandez Leo; Liisa Ilomäki; Minna Lakkala; Dimitris Moustakas; Pantelis M. Papadopoulos; Aurelio Ruiz Garcia
European Union
This report presents a multi-case qualitative research study on how to support teacher professional learning and development of their digital competence, through a self-reflection process using SELFIEforTEACHERS (SfT). The study investigated how SfT can be used in different settings and what factors, enablers and barriers affect its effective implementation. Moreover, it investigated how self-reflection using SfT can support teachers' agency and efficacy for their professional development in using digital technologies in teaching and learning. The report presents the theoretical assumptions that guided the research and discusses the main pertinent findings across the cases, based on the evidence amassed for the individual case studies. Findings are reported from 13 individual case studies conducted in six European Union Member States and are based on thematic analyses using an explanatory case study approach. Main findings indicate that SfT embedded in professional development activities can support teachers in developing digital competence, while at the same time collected aggregated data can support professional development planning. The report concludes with recommendations for teachers, school leaders, teacher trainers and educators, and policymakers.
European Union. Available from: EU Bookshop. e-mail: bookshop@publications.europa.eu; Web site: http://bookshop.europa.eu/en/home/
Publication Type: Reports - Research; Tests/Questionnaires
Education Level: Higher Education; Postsecondary Education
Audience: Teachers; Administrators; Policymakers
Language: English
Sponsor: N/A
Authoring Institution: European Commission (Belgium), Joint Research Centre (JRC)
Identifiers - Location: European Union
Grant or Contract Numbers: N/A