Search

This systematic review consisted of 50 theoretical and empirical articles taking China as a specific case study for identifying efforts and challenges to teachers' digital competence, establishing an understanding of their use of concepts, disciplines, regions, methods, and analysis. The review follows the methodology based on the PRISMA statement and PICO strategy using the 2010-2023 search period. This research has four primary findings: (1) "teachers' ICT competency" and "teachers' information literacy" are the main terms used for describing teacher's use of technology for teaching and learning; (2) the current research mainly focused on investigating the status of teachers' digital competence, the influencing factors, and teacher training; (3) non-experimental study for the population of in-service teachers is the leading research directions related to teachers' digital competence in the context of China; (4) creating good ICT atmosphere by government and schools, conducting teacher training, and using good pedagogical strategies are three main proposals have been made to improve teachers' digital competence in China. The research findings provide the starting points for a subject of reflection and analysis of the Chinese teachers' digital competence status, and it can also support future empirical research.

The emergence of the COVID-19 pandemic has accelerated the wave of digital social transformation worldwide and pushed the "Accelerator Key" for the digital transformation of education in 2020. This transformation has also impacted in an all-around way in China. Taking Anhui province as a case study, this research explores socio-demographic factors influencing the digital competence level of pre- and in-service teachers of primary and secondary education in China. The quantitative methodological approach emphasizes the study subjects' perception of their digital competencies in three factors: basic technology literacy, technical support learning, and technical support teaching. The study involved 250 pre-service teachers and 248 in-service teachers. The main findings are: (1) participants have good consciousness and attitudes towards using ICT in daily work, but their educational practice is weak; (2) in-service teachers have a digital competence level generally higher than pre-service teachers', which might be their professional practice promote them to reflect on perceptions and attitudes regarding technological education; (3) for in-service teachers, there are significant differences between their digital competence level and age, years of teaching experience, educational background; (4) current ICT courses have no influencing on in-service teachers' digital competence level, implying that current ICT training system may have problems. The study provides insights to improve pre-service teachers' digital competence education in universities and develop well-designed in-service teachers' ICT training courses.

Bilingual education currently faces the challenge of improving teacher training to meet the linguistic and didactic demands of a content and language integrated approach. Our paper analyses what Spanish in-service primary school teachers consider the key training priorities for their involvement in bilingual programmes. Using content data analysis, we have detected the most frequently used terms in the teachers' answers to an open-ended question. 2,830 words were examined, and the net of relations among the training priorities emerging from their discourse was established. Our results confirm that teachers prioritise the need to be proficient in English over methodological issues, which prevail once language proficiency has been achieved. They highlight investment as being crucial both to implement school bilingual programmes and to provide training opportunities for their professional development. Our study concludes that only concerted personal and administrative efforts will bridge the gap between global educational agendas and classroom performance.

A central objective of schooling processes at the international level is reading skills development. Unfortunately, many students in the European Union underperform at this, and these low performances can be more pronounced in countries with lower Human Development Index (HDI) values. This study analysed the contextual effect of school socioeconomic status (SES) on reading performance using PISA data from 27 countries. We found that school SES had a positive contextual effect on student reading performance, especially countries with lower HDI values, via reading self-competence. However, in middle and higher HDI countries, the contextual effect was smaller, and we did not observe an indirect effect via reading self-competence. We conclude that school SES, rather than student SES, matters the most. Therefore, the modification of school composition and resources might act as a buffer for low student SES, particularly in lower HDI countries.

Copyright of Revista Latinoamericana de Tecnología Educativa is the property of Revista Latinoamericana de Tecnologia Educativa - RELATEC and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista Electrónica Interuniversitaria De Formación del Profesorado is the property of Asociacion Universitaria de Formacion del Profesorado (AUFOP) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The assumption of cause-effect relationships in ex post facto research is a widely known issue in the field of research methods in social sciences. To address this important limitation, the use of causal inference techniques has become widespread in recent years. Causal inference establishes a set of statistical procedures for drawing causal conclusions in non-experimental research. Despite its wide popularity and diffusion in the social and health sciences, its use in educational research is still marginal. Thus, this paper introduces the main causal inference techniques available to the educational researcher when observational panel data are available. After addressing the key features and potential of propensity score matching, instrumental variables, and regression discontinuity design, we present an example application of each of these techniques. We used the available databases from the PISA 2018 assessments. We included the mathematical competence as the dependent variable in all the three models implemented. Given the different characteristics of each of these techniques, the independent variable used is different in the three models applied: attendance to early childhood education in propensity score matching; student academic expectations in instrumental variables; and size of the community in which the school is located in regression discontinuity design. The article concludes by discussing the potential of this set of techniques, taking into account the needs and methodological procedures most commonly applied in educational research. [ABSTRACT FROM AUTHOR]

Copyright of Electronic Journal of Educational Research, Assessment & Evaluation / Revista Electrónica de Investigación y Evaluación Educativa is the property of RELIEVE - Revista Electonica de Investigacion y Evaluacion Educativa and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Bilingual education currently faces the challenge of improving teacher training to meet the linguistic and didactic demands of a content and language integrated approach. Our paper analyses what Spanish in-service primary school teachers consider the key training priorities for their involvement in bilingual programmes. Using content data analysis, we have detected the most frequently used terms in the teachers' answers to an open-ended question. 2,830 words were examined, and the net of relations among the training priorities emerging from their discourse was established. Our results confirm that teachers prioritise the need to be proficient in English over methodological issues, which prevail once language proficiency has been achieved. They highlight investment as being crucial both to implement school bilingual programmes and to provide training opportunities for their professional development. Our study concludes that only concerted personal and administrative efforts will bridge the gap between global educational agendas and classroom performance. [ABSTRACT FROM AUTHOR]

A central objective of schooling processes at the international level is reading skills development. Unfortunately, many students in the European Union underperform at this, and these low performances can be more pronounced in countries with lower Human Development Index (HDI) values. This study analysed the contextual effect of school socioeconomic status (SES) on reading performance using PISA data from 27 countries. We found that school SES had a positive contextual effect on student reading performance, especially countries with lower HDI values, via reading self-competence. However, in middle and higher HDI countries, the contextual effect was smaller, and we did not observe an indirect effect via reading self-competence. We conclude that school SES, rather than student SES, matters the most. Therefore, the modification of school composition and resources might act as a buffer for low student SES, particularly in lower HDI countries. [ABSTRACT FROM AUTHOR]

Copyright of Revista Interamericana de Bibliotecologia is the property of Universidad de Antioquia, Escuela Interamericana de Bibliotecologia and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Despite the strong endorsement of Content and Language Integrated Learning in mainstream education, the bilingual programme is not free from challenges. Hence, the main objective of the study was to examine the primary school teachers’ concerns about the dual-focused approach to detect the major limitations and determine if there were potential differences within each cohort of teachers. Data were obtained from a questionnaire sent to all bilingual primary schools in Andalusia (Spain). For the purpose of the present study qualitative data were analysed using the software NVivo. The results of the study revealed several shortcomings of the bilingual programme such as the scarcity of teacher training schemes, insufficient time for coordination, inappropriate design of the materials, little or no support provided to teachers or increased workload. Furthermore, with regards to the within-cohort comparisons, content teachers seem to be in need of more assistance and training initiatives. These outcomes should feature on the agenda of educational policymakers as not addressing these issues properly might threaten the viability of the bilingual project. [ABSTRACT FROM AUTHOR]

the role of technology as a catalyst for change and development has become irrefutable in various language learning settings. However, not all language teachers are mindful about using technology in their language teaching practices, owing to their lack of adequate digital competencies. The purpose of this research is to promote digital competencies and related components among the study participants. This investigation applies the Framework of Competency Profile for digital teachers. The results were obtained by quantitative analysis, using data collected from a sample of 151 language learners, all enrolled in BA English language programmes across 8 universities in Saudi Arabia. These learners are considered pre-service English language teachers, as they are near graduation. The findings demonstrated participants' highest and lowest digital competences, leading the researcher to identify practical implications, particularly regarding how to conduct training to compensate for low competencies. The findings also revealed that there is no correlation between levels of study and digital competencies. There was also no influence of gender on digital competencies. From these findings, the researcher concluded that the identification of competencies is essential for instructors, educators, administrators, and policymakers, in order to design more effective and appropriate training programmes for teachers in each context. Finally, the findings provided realistic analysis of the components and sub-components related to digital competencies among the target audience. [ABSTRACT FROM AUTHOR]

Copyright of Revista Interamericana de Bibliotecologia is the property of Universidad de Antioquia, Escuela Interamericana de Bibliotecologia and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista Interamericana de Bibliotecologia is the property of Universidad de Antioquia, Escuela Interamericana de Bibliotecologia and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Texto Livre / Texto Livre: Linguagem e Tecnologia is the property of Revista Texto Livre: Linguagem e Tecnologia and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The purpose of this study was to offer an inside look at the coexistence of different ways of conceiving and organising the knowledge of social sciences in current schools. To this end, the methods of autoethnography and critical discourse analysis were used in a case study focused on the teaching experience of one of the authors. The system of categories constructed allowed us to empirically verify the existence of a conflict between two major epistemological paradigms, competency and disciplinary, in clear correspondence with a gap between innovative educational discourses and traditional school practices. In the case analysed, this conflict led to a curricular over-dimensioning, which aimed to expand the elements to be worked on by teachers and their students qualitatively and quantitatively. The causes of this phenomenon are related to neo-liberal pedagogical parameters and allowed us to conclude that we should not conceive of competency-based learning either as an educational change by itself or as a strategy that guarantees change. [ABSTRACT FROM AUTHOR]