From Self-Reflection to Professional Agency: Personal, Contextual, and Relational Aspects in Developing Teachers’ Digital Competence

• In Event: Saturday Roundtable 7:45 am
  In Roundtable Session: Synergy in Action: Collaborative Knowledge-Building in Education (Table 33)

Abstract

In an increasingly digitalized world, teachers are required to keep updating their digital competence, which can support their professional learning and their instructional practices. This qualitative multi-case study draws from 13 use cases examining teachers’ reflections on their digital competence through the SELFIEforTEACHERS (SfT) self-reflection tool. Through the analysis of multiple sources of data, with semi-structured interviews at the core of these, we report on how the SfT tool encouraged teachers’ self-awareness and self-assessment and identify the conditions that can support or hinder teachers’ agentic approach to their professional learning design. The findings can contribute to a better understanding of the potential and limitations of self-reflection as a self-improvement mechanism and have implications for the design of professional learning experiences.

Authors

• Eleni A. Kyza, Cyprus University of Technology

• Yiannis Georgiou, Cyprus University of Technology

• Sean Gallagher, University College Dublin

• Conor Galvin, University College Dublin

• Sofia Eleftheria N. Gonida, Aristotle University of Thessaloniki

• Davinia Hernandez-Leo, Universitat Pompeu Fabra - Barcelona

• Liisa Ilomaki, University of Helsinki

• Minna Lakkala, University of Helsinki

• Dimitrios Moustakas, Aristotle University of Thessaloniki

• Pantelis Papadopoulos, University of Twente

• Aurelio Ruiz Garcia, Universitat Pompeu Fabra - Barcelona

• Anastasia Economou, Joint Research Centre, European Commission

• Georgios Kapsalis, European Commission