Curious and Critical: A Delphi Study of Middle School Teachers’ Competencies in Support, Literacy, and Technology

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書誌詳細
出版年:	Education Sciences vol. 15, no. 8 (2025), p. 973-992
第一著者:	Blomberg, Kjellström Kristian
その他の著者:	Magnusson Petra, Östlund, Daniel
出版事項:	MDPI AG
主題:	United Nations Educational Scientific & Cultural Organization European Commission Teaching Pedagogy Digital infrastructure Collaboration Handicapped accessibility Student writing Educational technology Special education teachers Inclusive education Skills Classrooms Knowledge Middle school teachers Special education Education policy Attitudes Reading Learning Digital technology Digital literacy Delphi method Educational Practices Competence Reading Instruction Influence of Technology Addition Prior Learning Learning Processes Language Teachers Academic Accommodations (Disabilities) Literacy Individualized Instruction Foreign Policy Skill Development Student Needs General Education School Policy Pedagogical Content Knowledge Delphi Technique Opportunities Lifelong Learning Learner Engagement Classroom Environment Educational Strategies
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その他の書誌記述
抄録:	Providing inclusive education and engaging all students in reading and writing activities presents an ongoing challenge for teachers, not necessarily resolved by implementing digital technology. This study addresses the need to better understand teacher competencies within the digitally infused classroom, specifically in relation to inclusive education and reading and writing practices. The study investigates the competencies and supportive strategies of middle school teachers who perceive themselves as successful in this area. The study employs the Delphi technique, using iterative surveys through which these teachers describe and rate aspects of their competencies and strategies. The results are analyzed through a modified version of the Technological, Pedagogical, and Content Knowledge (TPACK) framework, with particular attention to how teachers support students using their content knowledge and digital competency. Findings reveal a range of strategies and competency aspects related to both proactive accessibility and reactive individualization, using a variety of digital tools and text modalities. The teachers describe a dual orientation in their ability to curiously explore digital tools while simultaneously being able to critically appraise their usefulness. The findings contribute insights on what can support teachers when collaboratively developing knowledge of local practices and their agency in relation to available digital tools.
ISSN:	2227-7102 2076-3344
DOI:	10.3390/educsci15080973
ソース:	Education Database