Tzafilkou, K., Perifanou, M. & Economides, A. A. (2023). Assessing teachers’ digital competence in primary and secondary education: Applying a new instrument to integrate pedagogical and professional elements for digital education. Education and Information Technologies. Advance online publication. https://doi.org/10.1007/s10639-023-11848-9 Abstract: “Teachers’ digital competence (DC) is an important condition for the…
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Kohen, Z., Schwartz-Aviad, L. & Peleg, T. (2023). Who moved my triangle? Pre- and in-service teachers inquiring in a mathematics lab. International Journal of Mathematical Education in Science and Technology. Advance online publication. https://doi.org/10.1080/0020739X.2023.2199314 Abstract: “This study examines a Technology, Pedagogy, Content Knowledge (TPACK) training framework for pre- and in-service…
Comments closedBećirović, S. (2023). Digital pedagogy: The use of digital technologies in contemporary education (Fostering digital competence in teachers: A review of existing frameworks, pp. 51-67.) Springer, Singapore. https://doi.org/10.1007/978-981-99-0444-0_5 Abstract: “This chapter includes an analysis and overview of frameworks for the development of digital competencies of teachers. TPACK and SAMR are…
Comments closedArmistead, L. (2023). Examining the influence of context in technological pedagogical content knowledge in training for teaching online [Doctoral dissertation, Georgia State University]. ScholarWorks@Georgia State University. https://scholarworks.gsu.edu/ltd_diss/3 Abstract: “Online learning continues to grow in importance in many countries around the world. However, many teachers do not possess the unique skills…
Comments closedMensah, B. (2023). Pedagogical competencies in minor subjects of Ghanaian pre-service geography teachers and their implications for teacher education. Humanities & Social Sciences Communications, 10, Article 200. https://doi.org/10.1057/s41599-023-01713-y Abstract: “Despite the proliferation of research on teacher education, pre-service teachers’ pedagogical preparedness to teach their minor subjects has received little attention…
Comments closedKroesen, J. L. (2023). Mathematics teachers’ self-efficacy and technology, pedagogy, and content knowledge effects on technology implementation (Publication No. 30425670) [Doctoral dissertation, Wilkes University]. ProQuest Dissertations and Theses Global. Abstract: “This quantitative research collected information from secondary mathematics educators about their self-efficacy on technology use, their technological, pedagogical, and content…
Comments closedBailey, M. A. (2023). Teachers’ perceptions of technology integration and pedagogy in kindergarten–grade 5 (Publication No. 30423909) [Doctoral dissertation, Walden University]. ProQuest Dissertations and Theses Global. Abstract: “At a small, suburban elementary school in the western United States, teachers in kindergarten through fifth grade (Grades K-5) were not consistently implementing…
Comments closedEghtesad, S., & Mehrabi, M. (2023). Investigating graduated Iranian French language teaching students’ perceived TPACK during the Covid-19 pandemic. Journal of Foreign Language Research. Advance online publication. https://jflr.ut.ac.ir/article_92120.html?lang=en Abstract: “This study investigates Iranian graduating French Language Teaching .Master’s of Arts students’ self-perceived Technological Pedagogical Content Knowledge (T P A C…
Comments closedGómez-Trigueros, I. M. (2023). Teaching professional ethical knowledge and teaching digital skills in higher education. In L. Waller & S. Waller (Eds.). Higher education – Reflections from the field. Advance online publication. InTechOpen. https://www.intechopen.com/online-first/85434 Abstract: “This paper analyzes the professional ethical knowledge of teachers in the use of technologies by…
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