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  • International insights about a holistic model of teaching competence for a digital era: the digital teacher framework reviewed

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    Embargoed until: 2022-10-13
    File version
    Accepted Manuscript (AM)
    Author(s)
    Castañeda, L
    Esteve-Mon, FM
    Adell, J
    Prestridge, S
    Griffith University Author(s)
    Prestridge, Sarah J.
    Year published
    2021
    Metadata
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    Abstract
    This paper qualitative examines a holistic framework for teaching in the digital era. The examination is based on teachers’ perspectives of their career, that is, what core features can be said to characterise teacher’s practice, across contexts, cultures and subjects. Semi-structured interviews of expert teachers, specifically from Australia, Europe and the Latin-America, are the main data source. The design process sought to examine teachers’ approaches to their professional definition and their agency to enact this, against a theoretically validated framework. Results indicated the emergence of three defining categories ...
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    This paper qualitative examines a holistic framework for teaching in the digital era. The examination is based on teachers’ perspectives of their career, that is, what core features can be said to characterise teacher’s practice, across contexts, cultures and subjects. Semi-structured interviews of expert teachers, specifically from Australia, Europe and the Latin-America, are the main data source. The design process sought to examine teachers’ approaches to their professional definition and their agency to enact this, against a theoretically validated framework. Results indicated the emergence of three defining categories based on the validation and synthesis of the relationships between six elements in the theoretical model.
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    Journal Title
    European Journal of Teacher Education
    DOI
    https://doi.org/10.1080/02619768.2021.1991304
    Copyright Statement
    This is an Author's Accepted Manuscript of an article published in European Journal of Teacher Education, 13 Oct 2021, copyright Taylor & Francis, available online at: https://doi.org/10.1080/02619768.2021.1991304
    Note
    This publication has been entered in Griffith Research Online as an advanced online version.
    Subject
    Specialist studies in education
    Publication URI
    http://hdl.handle.net/10072/409692
    Collection
    • Journal articles

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