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- W2003850912 abstract "In focus of the proposed development is digital competence of teachers over 50 years of age, here defined as elderly teachers. In terms of research, digital competence is understood as a key competence according to the European Reference Framework for Lifelong Learning. It is considered as an integrated and acknowledged part of teacher’s professional competencies which are in dynamic relationship with its status-role profile. 400 elderly teachers (over 50 years of age) of different levels of education are studied. The study was conducted between 2010-2012 in three phases. The first phase is part of a major survey of 1000 respondents to the dynamics of the teaching profession and described the willingness of elderly teachers to integrate ict in their professional activity. The second phase aims to derive a model of competency-role profile of elderly teachers by ict integration in education. The model is derived by questionnaire and formed the basis of respondent’s perceptions of the bilateral relationship “digital competence and teachers professional roles”. In the third phase the study is deepened in establishing the attitudes of elderly teachers to use ict in their daily and professional lives. The used method was focus group. The conclusions are that elderly teachers do not have digital competence as a necessary part of modern teachers’ competency-role profile. The conclusion concerns the need to rethink approaches to training and lifelong learning to ict especially for elderly teachers. The general conclusion is that attention should be directed toward training comprehensive competency-role complexes instead of the formation of fragmented knowledge and skills." @default.
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- W2003850912 date "2013-01-01" @default.
- W2003850912 modified "2023-10-01" @default.
- W2003850912 title "Elderly teachers and ict – opportunities for active aging in the profession" @default.
- W2003850912 doi "https://doi.org/10.6035/ariadna.2013.1.5" @default.
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