Teachers’ digital competences in the first educational policy responses to the COVID-19 crisis in four countries
With the sudden widespread closure of schools since February-March 2020 due to the physical distancing measures associated with the COVID-19 pandemic, the digital competences became a focus of attention, being of central importance to the swift and equitable transition to the various forms of emerg...
| Main Authors: | , , , , , |
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| Format: | Article |
| Language: | English |
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West University of Timisoara
2021-07-01
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| Series: | Revista de Știinţe Educaţiei |
| Subjects: | |
| Online Access: | https://rse.uvt.ro/pdf/2021/Nr1_update/RSE1_2021_7.pdf |
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| author | Mihaela Mitescu-Manea Leyla Safta-Zecheria Eszter Neumann Valentina Bodrug-Lungu Valentina Milenkova Vladislava Lendzhova |
| author_facet | Mihaela Mitescu-Manea Leyla Safta-Zecheria Eszter Neumann Valentina Bodrug-Lungu Valentina Milenkova Vladislava Lendzhova |
| author_sort | Mihaela Mitescu-Manea |
| collection | DOAJ |
| description | With the sudden widespread closure of schools since February-March 2020 due to the physical
distancing measures associated with the COVID-19 pandemic, the digital competences became a focus of attention, being of central importance to the swift and equitable transition to the various forms of emergency remote teaching implemented throughout the world as a strategy to insure continuity in education. This almost instantaneous mass shift to teaching online has made transparent great disparities in how digital competences – particularly those of teachers - were conceptualized, taught and assessed within various educational programs. We present a comparative analysis of the approaches to teachers’ learning and professional development that state and non-state actors in four Central and East European countries have articulated in the first months of COVID-19 related lockdown. We take a Critical Frame Analysis approach to exploring the roles played by state and non-state actors in the four countries in conceptually framing the relationship between the digital competences required in emergency remote teaching and teachers’ learning and professional development at the beginning of the COVID-19 crisis. It is suggested that the educational policy debate at the beginning of the crisis rendered visible: a) that this massive sudden shift required understanding digitalization as a complex multifaceted process requiring levels of digital and pedagogical competence teachers were unlikely to have previously developed; b) that addressing these issues through short-term interventions would only exacerbate the risk of ignoring arising equity issues; c) that situating emergency measures in the context of potential medium and long-term developments could open opportunities to explore mainstreaming the digitalization of education and promoting blended learning, as well as offer a better perspective on issues of digital poverty and the inequitable impact of not addressing it adequately will have in the
future |
| first_indexed | 2024-12-21T22:21:57Z |
| format | Article |
| id | doaj.art-ab97f94e93d946d38da27d105292636f |
| institution | Directory Open Access Journal |
| issn | 2457-8673 |
| language | English |
| last_indexed | 2024-12-21T22:21:57Z |
| publishDate | 2021-07-01 |
| publisher | West University of Timisoara |
| record_format | Article |
| series | Revista de Știinţe Educaţiei |
| spelling | doaj.art-ab97f94e93d946d38da27d105292636f2022-12-21T18:48:18ZengWest University of TimisoaraRevista de Știinţe Educaţiei2457-86732021-07-014319911210.35923/JES.2021.1.07Teachers’ digital competences in the first educational policy responses to the COVID-19 crisis in four countriesMihaela Mitescu-Manea0Leyla Safta-Zecheria1Eszter Neumann2Valentina Bodrug-Lungu3Valentina Milenkova4Vladislava Lendzhova5West University of TimisoaraWest University of Timisoara Centre for Social Sciences – MTA Centre of Excellence, HungaryMoldova State UniversitySouth-West University “Neofit Rilski”South-West University “Neofit Rilski”With the sudden widespread closure of schools since February-March 2020 due to the physical distancing measures associated with the COVID-19 pandemic, the digital competences became a focus of attention, being of central importance to the swift and equitable transition to the various forms of emergency remote teaching implemented throughout the world as a strategy to insure continuity in education. This almost instantaneous mass shift to teaching online has made transparent great disparities in how digital competences – particularly those of teachers - were conceptualized, taught and assessed within various educational programs. We present a comparative analysis of the approaches to teachers’ learning and professional development that state and non-state actors in four Central and East European countries have articulated in the first months of COVID-19 related lockdown. We take a Critical Frame Analysis approach to exploring the roles played by state and non-state actors in the four countries in conceptually framing the relationship between the digital competences required in emergency remote teaching and teachers’ learning and professional development at the beginning of the COVID-19 crisis. It is suggested that the educational policy debate at the beginning of the crisis rendered visible: a) that this massive sudden shift required understanding digitalization as a complex multifaceted process requiring levels of digital and pedagogical competence teachers were unlikely to have previously developed; b) that addressing these issues through short-term interventions would only exacerbate the risk of ignoring arising equity issues; c) that situating emergency measures in the context of potential medium and long-term developments could open opportunities to explore mainstreaming the digitalization of education and promoting blended learning, as well as offer a better perspective on issues of digital poverty and the inequitable impact of not addressing it adequately will have in the futurehttps://rse.uvt.ro/pdf/2021/Nr1_update/RSE1_2021_7.pdfdigital competencesteachers’ learning and professional developmentemergency remote teaching |
| spellingShingle | Mihaela Mitescu-Manea Leyla Safta-Zecheria Eszter Neumann Valentina Bodrug-Lungu Valentina Milenkova Vladislava Lendzhova Teachers’ digital competences in the first educational policy responses to the COVID-19 crisis in four countries Revista de Știinţe Educaţiei digital competences teachers’ learning and professional development emergency remote teaching |
| title | Teachers’ digital competences in the first educational policy responses to the COVID-19 crisis in four countries |
| title_full | Teachers’ digital competences in the first educational policy responses to the COVID-19 crisis in four countries |
| title_fullStr | Teachers’ digital competences in the first educational policy responses to the COVID-19 crisis in four countries |
| title_full_unstemmed | Teachers’ digital competences in the first educational policy responses to the COVID-19 crisis in four countries |
| title_short | Teachers’ digital competences in the first educational policy responses to the COVID-19 crisis in four countries |
| title_sort | teachers digital competences in the first educational policy responses to the covid 19 crisis in four countries |
| topic | digital competences teachers’ learning and professional development emergency remote teaching |
| url | https://rse.uvt.ro/pdf/2021/Nr1_update/RSE1_2021_7.pdf |
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