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| Titre : | Aligning teacher competence frameworks to 21st century challenges: The case for the European Digital Competence Framework for Educators (DigCompEdu) (2019) |
| Auteurs : | Francesca Caena ; Christine Redecker |
| Type de document : | Article : document électronique |
| Dans : | European Journal of Education (vol. 54, n° 3, September 2019) |
| Article en page(s) : | pp. 356-369 |
| Langues: | Anglais |
| Catégories : |
Thésaurus CEREQ ENSEIGNANT ; EVOLUTION DES QUALIFICATIONS ; BESOIN EN FORMATION PROFESSIONNELLE ; NTI - NOUVELLE TECHNOLOGIE DE L'INFORMATION ; SAVOIR PROFESSIONNEL ; COMPETENCE ; UNION EUROPEENNE ; EUROPE |
| Résumé : | Teachers need to update their competence profiles for 21st century challenges. Teaching strategies need to change and so do the competences teachers need to develop so as to empower 21st‐century learners. The European Framework for the Digital Competence of Educators (DigCompEdu) represents a paradigmatic example of this endeavour, taking stock of these needs. Defining the requirements of education professionals by teacher competence frameworks can serve multiple purposes at different levels in education systems. At the micro level, it can support and guide teachers' practice and continuous professional development. At the meso level of local education governance, it can support the development of school institutions as learning organisations, providing common ground for dialogue, collaboration and reflection in professional communities of practice. At the macro level of quality assurance, it can provide reference standards for initial teacher education, and for education professionals' quality along the career continuum. The European Framework for the Digital Competence of Educators was designed to align with institutional and contextual requirements in different countries, whilst remaining open to adaptation and updating. It links teachers' and students' digital competence development, and can be linked to institutional capacity building. At the same time, the framework is generic enough to apply to different educational settings and to allow for adaptation as technological possibilities and constraints evolve. |
| Document Céreq : | Non |
| En ligne : | https://onlinelibrary.wiley.com/doi/epdf/10.1111/ejed.12345 |
