Developing and validating a Teachers' Digital Competence Model and Self-Assessment Instrument for secondary school teachers in China
Author:
Funder
China Scholarship Council
Publisher
Springer Science and Business Media LLC
Subject
Library and Information Sciences,Education
Link
https://link.springer.com/content/pdf/10.1007/s10639-023-12182-w.pdf
Reference52 articles.
1. Albion, P. R., Tondeur, J., Forkosh-Baruch, A., & Peeraer, J. (2015). Teachers’ professional development for ICT integration: Towards a reciprocal relationship between research and practice. Education and Information Technologies, 20, 655–673.
2. Antonietti, C., Cattaneo, A., & Amenduni, F. (2022). Can teachers’ digital competence influence technology acceptance in vocational education? Computers in Human Behavior, 132, 107266.
3. Bates, A. W. (2015). Teaching in a digital age: Guidelines for designing teaching and learning. BCcampus.
4. Cabero-Almenara, J., Romero-Tena, R., & Palacios-Rodríguez, A. (2020). Evaluation of Teacher Digital Competence Frameworks Through Expert Judgement: The Use of the Expert Competence Coefficient. Journal of New Approaches in Educational Research, 9(2), 275–293.
5. Caena, F., & Redecker, C. (2019). Aligning teacher competence frameworks to 21st century challenges: The case for the European Digital Competence Framework for Educators (Digcompedu). European Journal of Education, 54(3), 356–369.
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1. Unpacking the multi-dimensional nature of teacher competencies: a systematic review;Scandinavian Journal of Educational Research;2024-07-03
2. Exploring Digital Competencies: Validation and Reliability of an Instrument for the Educational Community and for all Educational Stages;Technology, Knowledge and Learning;2024-05-09
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