Curious and Critical: A Delphi Study of Middle School Teachers’ Competencies in Support, Literacy, and Technology
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| Publicat a: | Education Sciences vol. 15, no. 8 (2025), p. 973-992 |
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| Altres autors: | , |
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MDPI AG
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| Accés en línia: | Citation/Abstract Full Text Full Text - PDF |
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|---|---|---|---|
| 001 | 3244010391 | ||
| 003 | UK-CbPIL | ||
| 022 | |a 2227-7102 | ||
| 022 | |a 2076-3344 | ||
| 024 | 7 | |a 10.3390/educsci15080973 |2 doi | |
| 035 | |a 3244010391 | ||
| 045 | 2 | |b d20250101 |b d20251231 | |
| 084 | |a 231457 |2 nlm | ||
| 100 | 1 | |a Blomberg, Kjellström Kristian |u Department of Primary Teaching Education, Kristianstad University, SE-291 39 Kristianstad, Sweden; petra.magnusson@hkr.se | |
| 245 | 1 | |a Curious and Critical: A Delphi Study of Middle School Teachers’ Competencies in Support, Literacy, and Technology | |
| 260 | |b MDPI AG |c 2025 | ||
| 513 | |a Journal Article | ||
| 520 | 3 | |a 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. | |
| 610 | 4 | |a United Nations Educational Scientific & Cultural Organization European Commission | |
| 653 | |a Teaching | ||
| 653 | |a Pedagogy | ||
| 653 | |a Digital infrastructure | ||
| 653 | |a Collaboration | ||
| 653 | |a Handicapped accessibility | ||
| 653 | |a Student writing | ||
| 653 | |a Educational technology | ||
| 653 | |a Special education teachers | ||
| 653 | |a Inclusive education | ||
| 653 | |a Skills | ||
| 653 | |a Classrooms | ||
| 653 | |a Knowledge | ||
| 653 | |a Middle school teachers | ||
| 653 | |a Special education | ||
| 653 | |a Education policy | ||
| 653 | |a Attitudes | ||
| 653 | |a Reading | ||
| 653 | |a Learning | ||
| 653 | |a Digital technology | ||
| 653 | |a Digital literacy | ||
| 653 | |a Delphi method | ||
| 653 | |a Educational Practices | ||
| 653 | |a Competence | ||
| 653 | |a Reading Instruction | ||
| 653 | |a Influence of Technology | ||
| 653 | |a Addition | ||
| 653 | |a Prior Learning | ||
| 653 | |a Learning Processes | ||
| 653 | |a Language Teachers | ||
| 653 | |a Academic Accommodations (Disabilities) | ||
| 653 | |a Literacy | ||
| 653 | |a Individualized Instruction | ||
| 653 | |a Foreign Policy | ||
| 653 | |a Skill Development | ||
| 653 | |a Student Needs | ||
| 653 | |a General Education | ||
| 653 | |a School Policy | ||
| 653 | |a Pedagogical Content Knowledge | ||
| 653 | |a Delphi Technique | ||
| 653 | |a Opportunities | ||
| 653 | |a Lifelong Learning | ||
| 653 | |a Learner Engagement | ||
| 653 | |a Classroom Environment | ||
| 653 | |a Educational Strategies | ||
| 700 | 1 | |a Magnusson Petra |u Department of Primary Teaching Education, Kristianstad University, SE-291 39 Kristianstad, Sweden; petra.magnusson@hkr.se | |
| 700 | 1 | |a Östlund, Daniel |u Department of Special Education, Kristianstad University, SE-291 39 Kristianstad, Sweden; daniel.ostlund@hkr.se | |
| 773 | 0 | |t Education Sciences |g vol. 15, no. 8 (2025), p. 973-992 | |
| 786 | 0 | |d ProQuest |t Education Database | |
| 856 | 4 | 1 | |3 Citation/Abstract |u https://www.proquest.com/docview/3244010391/abstract/embedded/7BTGNMKEMPT1V9Z2?source=fedsrch |
| 856 | 4 | 0 | |3 Full Text |u https://www.proquest.com/docview/3244010391/fulltext/embedded/7BTGNMKEMPT1V9Z2?source=fedsrch |
| 856 | 4 | 0 | |3 Full Text - PDF |u https://www.proquest.com/docview/3244010391/fulltextPDF/embedded/7BTGNMKEMPT1V9Z2?source=fedsrch |