Preparing teachers for digital education

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Bibliografske podrobnosti
izdano v:	OECD Education Policy Perspectives (May 26, 2025)
Izdano:	Organisation for Economic Cooperation and Development (OECD)
Teme:	Pedagogy Arbitration Students Collaboration Digital transformation Accreditation International law Sovereignty Prejudice Digital Age Education policy Learning Teachers Education Policy making Learning environment Teaching Teaching methods Learning Activities Educational Benefits Competence Influence of Technology Teacher Surveys Teacher Competencies Reference Materials Peer Teaching School Policy Electronic Learning Outcomes of Education Statistical Data Professional Education Educational Environment
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Opis
Resumen:	Teachers play a critical role in shaping students’ education outcomes in increasingly digital learning environments, in exploiting the benefits of education technology and in protecting students from the risks of digital resources. Rather than reproducing traditional teaching practices in a digital format, effective digital education requires teachers to carefully adapt their pedagogical approaches to new learning environments. This policy brief discusses how continuing professional learning (CPL) can prepare teachers for this challenging task. Drawing on insights from PISA 2022 and comparative data collected through the Policy Survey on School Education in the Digital Age, the brief addresses the following questions: Which CPL formats can support teachers’ effective use of digital education resources? How can policy makers encourage teachers’ professional learning on digital education? And what mechanisms can help to ensure the quality of CPL for digital education?
ISSN:	2226-0943
DOI:	10.1787/af442d7a-en
Fuente:	Political Science Database