Teacher Digital Competence Development: Training, Evaluation, Certification
A special issue of Education Sciences (ISSN 2227-7102). This special issue belongs to the section "Curriculum and Instruction".
Deadline for manuscript submissions: closed (31 October 2021) | Viewed by 27603
Special Issue Editors
Interests: digital technologies; digital competence; teacher training; time factor; psychometry; assessment; educational robotics; gender
Special Issue Information
Dear Colleagues,
In recent years, there has been a shift in the concept of teacher digital competence. The educational system must have teachers who are prepared to respond to society’s demands and train their students to become digital citizens. Teachers’ digital competence (TDC) is of growing importance as a first step toward a better use of digital technologies (DT) in education. However, digital competence of teachers is not only related to the technical use of digital technologies or to informational skills and abilities, but it is made up of a set of capacities, abilities, and attitudes that the teacher must develop in order to incorporate digital technologies into their professional practice and development. From this definition, this professional competence becomes nuclear for education, not only as a factor to develop during pre-service teacher training, but also during in-service training courses and along teaching practice. Furthermore, assessing competences is a challenge and is even more complicated when tackling a multidimensional competence such as teacher digital competence, with different factors linked to its components. This complexity gives rise to the need to organize and systematize both the development of teacher digital competence and its assessment through standard processes, based on validated benchmark indicators. However, few instruments have been proposed so far that allow in- and pre-service teacher education programs and institutions to evaluate or self-evaluate the level of development on their teacher digital competence. This Special Issue aims to present the current state of research and practice around the development, assessment, and certification of teacher digital competence, starting with a clear definition of the concept and giving rise to the multiple existing frameworks and tools, giving solid evidences for implementing it in the practice. The outcomes will help educators, practitioners, and institutions to reflect on the significant adoption of digital technologies in education.
The purpose of this Special Issue is to conceptualize teacher digital competence and to understand the process of development, assessment, and certification, which is directly related with educators’ responsibility on the training of the digital citizens.
Empirical research, literature reviews, theoretical contributions, and case studies are welcome in this Special Issue.
Dr. Mireia Usart
Dr. Merce Gisbert Cervera
Guest Editors
Manuscript Submission Information
Manuscripts should be submitted online at www.mdpi.com by registering and logging in to this website. Once you are registered, click here to go to the submission form. Manuscripts can be submitted until the deadline. All submissions that pass pre-check are peer-reviewed. Accepted papers will be published continuously in the journal (as soon as accepted) and will be listed together on the special issue website. Research articles, review articles as well as short communications are invited. For planned papers, a title and short abstract (about 100 words) can be sent to the Editorial Office for announcement on this website.
Submitted manuscripts should not have been published previously, nor be under consideration for publication elsewhere (except conference proceedings papers). All manuscripts are thoroughly refereed through a double-blind peer-review process. A guide for authors and other relevant information for submission of manuscripts is available on the Instructions for Authors page. Education Sciences is an international peer-reviewed open access monthly journal published by MDPI.
Please visit the Instructions for Authors page before submitting a manuscript. The Article Processing Charge (APC) for publication in this open access journal is 1800 CHF (Swiss Francs). Submitted papers should be well formatted and use good English. Authors may use MDPI's English editing service prior to publication or during author revisions.
Keywords
- teacher education
- digital competence
- professional competence
- digital technologies
- assessment
- learning with ICT
Benefits of Publishing in a Special Issue
- Ease of navigation: Grouping papers by topic helps scholars navigate broad scope journals more efficiently.
- Greater discoverability: Special Issues support the reach and impact of scientific research. Articles in Special Issues are more discoverable and cited more frequently.
- Expansion of research network: Special Issues facilitate connections among authors, fostering scientific collaborations.
- External promotion: Articles in Special Issues are often promoted through the journal's social media, increasing their visibility.
- Reprint: MDPI Books provides the opportunity to republish successful Special Issues in book format, both online and in print.
Further information on MDPI's Special Issue policies can be found here.
