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dc.contributor.authorVilppola, Jiri
dc.contributor.authorLämsä, Joni
dc.contributor.authorVähäsantanen, Katja
dc.contributor.authorHämäläinen, Raija
dc.date.accessioned2022-06-16T10:47:28Z
dc.date.available2022-06-16T10:47:28Z
dc.date.issued2022
dc.identifier.citationVilppola, J., Lämsä, J., Vähäsantanen, K., & Hämäläinen, R. (2022). Teacher Trainees' Experiences of the Components of ICT Competencies and Key Factors in ICT Competence Development in Work-Based Vocational Teacher Training in Finland. <i>International Journal for Research in Vocational Education and Training</i>, <i>9</i>(2), 146-166. <a href="https://doi.org/10.13152/ijrvet.9.2.1" target="_blank">https://doi.org/10.13152/ijrvet.9.2.1</a>
dc.identifier.otherCONVID_146510058
dc.identifier.urihttps://jyx.jyu.fi/handle/123456789/81814
dc.description.abstractContext: This research was conducted in the context of Finnish vocational education and training (VET) teacher training. The teacher training was work-based, meaning that each teacher trainee was already working as an unqualified VET teacher. Workplaces were comprehensively utilised as the learning environment, with teacher training support also being provided in the form of contact days, webinars, and online learning activities. Approach: We aimed to explore the main components of information and communications technology (ICT) competencies among vocational teacher trainees within work-based training and also to reveal the supportive and challenging factors related to developing ICT competencies within the training. Overall, 44 vocational teacher trainees participated in our study. The data were analysed via qualitative content analysis. Findings: Six main ICT competence components were identified during the work-based training: (1) The use and creation of digital learning materials, (2) the planning and use of digital learning environments, (3) synchronous digitally enhanced teaching, (4) general ICT competencies, (5) digital interaction, and (6) digital assessment. The development of teachers' ICT competencies was supported by their own active use of ICT and by experimenting with the ICT software and ideas presented by the teacher training staff. Challenging factors in ICT development included the continuous feeling of haste and the lack of time in the workplace, as well as the failure to recognise prior ICT competencies within the teacher training. This could limit the development of ICT competencies. Conclusions: Work-based VET teacher training has the potential to develop teacher trainees' ICT competencies because it allows immediate implementation and experimentation with regard to new ICT ideas and tools. By aligning this research with prior research, it is possible to construct a comprehensive ICT competence framework to support VET teacher training and workplace development.en
dc.format.mimetypeapplication/pdf
dc.language.isoeng
dc.publisherEuropean Educational Research Association
dc.relation.ispartofseriesInternational Journal for Research in Vocational Education and Training
dc.rightsCC BY-SA 4.0
dc.subject.otherteacher training
dc.subject.otherwork-based learning
dc.subject.othertechnological change
dc.subject.otherteacher ICT competencies
dc.subject.othervocational education and training
dc.subject.otherVET
dc.titleTeacher Trainees' Experiences of the Components of ICT Competencies and Key Factors in ICT Competence Development in Work-Based Vocational Teacher Training in Finland
dc.typearticle
dc.identifier.urnURN:NBN:fi:jyu-202206163423
dc.contributor.laitosKoulutuksen tutkimuslaitosfi
dc.contributor.laitosKasvatustieteiden laitosfi
dc.contributor.laitosFinnish Institute for Educational Researchen
dc.contributor.laitosDepartment of Educationen
dc.contributor.oppiaineKasvatustiedefi
dc.contributor.oppiaineAikuiskasvatustiedefi
dc.contributor.oppiaineEducationen
dc.contributor.oppiaineAdult Educationen
dc.type.urihttp://purl.org/eprint/type/JournalArticle
dc.type.coarhttp://purl.org/coar/resource_type/c_2df8fbb1
dc.description.reviewstatuspeerReviewed
dc.format.pagerange146-166
dc.relation.issn2197-8638
dc.relation.numberinseries2
dc.relation.volume9
dc.type.versionpublishedVersion
dc.rights.copyright© 2022 Jiri Vilppola, Joni Lämsä, Katja Vähäsantanen, Raija Hämäläinen
dc.rights.accesslevelopenAccessfi
dc.subject.ysotyössäoppiminen
dc.subject.ysokompetenssi
dc.subject.ysoammatillinen opettajankoulutus
dc.subject.ysoammatilliset opettajat
dc.subject.ysoammatillinen kehitys
dc.subject.ysotieto- ja viestintätekniikka
dc.format.contentfulltext
jyx.subject.urihttp://www.yso.fi/onto/yso/p10225
jyx.subject.urihttp://www.yso.fi/onto/yso/p24064
jyx.subject.urihttp://www.yso.fi/onto/yso/p12051
jyx.subject.urihttp://www.yso.fi/onto/yso/p21826
jyx.subject.urihttp://www.yso.fi/onto/yso/p13158
jyx.subject.urihttp://www.yso.fi/onto/yso/p20743
dc.rights.urlhttps://creativecommons.org/licenses/by-sa/4.0/
dc.relation.doi10.13152/ijrvet.9.2.1
dc.type.okmA1


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