Please use this identifier to cite or link to this item:https://hdl.handle.net/20.500.12259/128785
Type of publication: journal article
Author(s): Balzarienė, Edita
Title: Skaitmeninio mokytojo kompetentingumo įtaka lyderystei klasėje
Other Title: The influence of digital teacher competence on classroom leadership
Is part of: Holistinis mokymasis, 2021, nr. 5, p. 27-33
Date: 2021
Keywords: Skaitmeninis mokytojo kompetentingumas;Lyderystė klasėje;Digital teacher competency;Classroom leadership
Abstract: Jau kelis dešimtmečius gyvename naujo raštingumo eroje – sukurti skaitmeniniai įrankiai ir platformos perėmė žiniasklaidos funkcijas. Socialiniai tinklai, dienoraščiai, vaizdo įrašų skelbimo platformos atvėrė naujas turinio dalijimosi galimybes. Skaitmeninis raštingumas yra viena svarbiausių mokytojo kompetencijų. Straipsnio tikslas – atskleisti skaitmeninio kompetentingumo įtaką mokytojo lyderystei klasėje. Kokybinio tyrimo duomenims rinkti taikytas pusiau struktūruotas interviu. Tyrimas atliktas 4 profesinėse mokyklose. Tyrimo dalyviai – profesinės mokyklos mokytojai, atrinkti sniego gniūžtės principu. Tyrimo metu 2 etapais atlikti 10 interviu, kurių kokybiniams duomenims analizuoti naudojama tematinė analizė. Tyrimo rezultatai pagrindė mokytojo skaitmeninio kompetentingumo įtaką lyderystei klasėje per mokytojo profesinį meistriškumą ir aktyvumą: bendrauja ir bendradarbiauja tarpusavyje, teikia paramą, dalijasi gerąja patirtimi, padeda ištikus techniniams nesklandumams, tam pasitelkdami skaitmenines technologijas. Lyderiaujantis mokytojas pamokoje mokinius įtraukia į ugdymo turinio kūrimą, pasiūlo jiems pažangos stebėsenos ir vertinimo priemonių.
We have been living in a new literacy era for decades. The digital tools and platforms developed have taken over the functions of the media. Social networks, blogs, video hosting platforms have opened up new opportunities for content sharing. Digital literacy is one of the most important competencies of a teacher. The aim of the article is to reveal the influence of digital competence on teacher leadership in the classroom. Semi-structured interviews were used to collect qualitative research data. The study was conducted in 4 vocational schools. The participants of the study were vocational school teachers selected on the basis of the snowball principle. During the research, 10 interviews were conducted in 2 stages, the thematic analysis of which was used to analyze the qualitative data. The results of the research revealed the influence of the teacher’s digital competence on classroom leadership through the teacher’s professional mastery and activity: communicates and collaborates with each other, provides support, shares good practices, helps in case of technical problems, using digital technologies. The leading teacher in the lesson involves students in the development of the curriculum, offering them tools for monitoring and evaluating progress.
Internet: https://doi.org/10.7220/2351-7409.5.3
https://hdl.handle.net/20.500.12259/128785
Appears in Collections:Holistinis mokymasis / Holistic Learning 2021, nr. 5

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