NAGIOS: RODERIC FUNCIONANDO

Student teachers and their attitudes towards ICT: Lessons learned from three different countries

Repositori DSpace/Manakin

IMPORTANT: Aquest repositori està en una versió antiga des del 3/12/2023. La nova instal.lació está en https://roderic.uv.es/

Student teachers and their attitudes towards ICT: Lessons learned from three different countries

dc.contributor.author	Camilleri, Patrick
dc.contributor.author	Ketil Engen, Bård
dc.contributor.author	Edvard Hatlevik, Ove
dc.contributor.author	Colomer Rubio, Juan Carlos
dc.contributor.author	Hernández Gassó, Héctor
dc.date.accessioned	2022-05-18T17:28:21Z
dc.date.available	2022-05-18T17:28:21Z
dc.date.issued	2021
dc.identifier.citation	Camilleri, Patrick Ketil Engen, Bård Edvard Hatlevik, Ove Colomer Rubio, Juan Carlos Hernández Gassó, Héctor 2021 Student teachers and their attitudes towards ICT: Lessons learned from three different countries Nordic Journal of Comparative and International Education 5 4 38 52
dc.identifier.uri	https://hdl.handle.net/10550/82848
dc.description.abstract	This paper explores the attitudes that student teachers in Malta, Norway, and Spain convey to digital technologies in formal educational settings as they start the 1st semester. A number of studies look at educational inclinations and employment of digital technologies (Granić & Marangunić, 2019; Ritter, 2017; Scherer & Teo, 2019). We have chosen to examine student teachers' attitudes towards the professional use of digital technologies within a pedagogical framework. In this respect, a comparative qualitative analysis of one open-ended question that forms part of a more extensive questionnaire distributed to all participants is considered. The employed analytical lens subsequently centres on four concepts: 'adaptability', 'creativity', 'critical thinking', and 'understanding of technology'. In this regard, our findings support arguments for asserting 'attitude' as a kind of teacher-specific digital competence for guiding their practice. We conclude by suggesting our analytical framework as a potential point of initiation for further development to understand attitudes as forming part of teachers' specific digital competencies within teacher education and professional practice.
dc.language.iso	eng
dc.relation.ispartof	Nordic Journal of Comparative and International Education, 2021, vol. 5, num. 4, p. 38-52
dc.subject	Tecnologia de la informació
dc.subject	Competències professionals Ensenyament
dc.subject	Ciència Ensenyament
dc.subject	Educació
dc.title	Student teachers and their attitudes towards ICT: Lessons learned from three different countries
dc.type	journal article	es_ES
dc.date.updated	2022-05-18T17:28:21Z
dc.identifier.doi	10.7577/njcie.4207
dc.identifier.idgrec	150092
dc.rights.accessRights	open access	es_ES