Digitalnoinkluzivna transformacija in pripravljenost učiteljev za poučevanje tujih jezikov – dvostranska nemško-norveška perspektiva
Povzetek
Digitalizacijo in inkluzijo lahko razumemo kot prečni temi v strokovnem razvoju bodočih in zaposlenih učiteljev. Obe temi sta pritegnili veliko raziskovalne dejavnosti, vendar so bila vprašanja digitalno-inkluzivne transformacije le redko obravnavana na področju poučevanja tujih jezikov. Raziskovalci na tem področju ugotavljajo, da je nujno treba povečati uporabo digitalnoinkluzivne transformacije v programih izobraževanja učiteljev tujih jezikov, da bi pri (izobraževalnih) deležnikih in (bodočih) učiteljih razvili »miselnost« transformacije. Procesi transformacije v izobraževanju pa se prepletajo s pripravljenostjo na digitalizacijo in inkluzijo med bodočimi in zaposlenimi učitelji, saj imata odnos in pripravljenost učiteljev, da se prilagodijo digitalni resničnosti, odločilno vlogo pri izboljšanju kakovosti (digitalno nadgrajenega) poučevanja in učenja. Trenutno je malo znanega o medsebojni povezanosti med pripravljenostjo na uporabo digitalne tehnologije za poučevanje in učenje tujih jezikov ter pripravljenostjo na vključevanje učencev tujega jezika z različnimi učnimi potrebami v digitalnoinkluzivni razred. V ta namen ta dvostranska meddržavna študija raziskuje dejavnike, ki predstavljajo odnosno komponento zaznane pripravljenosti učiteljev tujih jezikov za uporabo digitalne tehnologije pri učencih z različnimi učnimi potrebami v Nemčiji in na Norveškem. Vprašalnik o pripravljenosti učiteljev angleščine na različne učne potrebe v digitalnem inkluzivnem razredu je bil posredovan 221 udeležencem. Izsledki kažejo nov pogled na pripravljenost na digitalno podprto inkluzivno poučevanje, povezano z zahtevami izobraževalnega sistema za poučevanje tujih jezikov. Pomembno je tudi to, da je pri uporabi digitalne tehnologije v inkluzivnem razredu odločilna samozavest. Za izobraževanje učiteljev je ključno, da se odnosni komponenti pripravljenosti učiteljev posveča več pozornosti med celotnim usposabljanjem učiteljev. Povezati jo je treba s predhodnimi izkušnjami učiteljev z digitalno transformacijo v digitalnoinkluzivnih okoljih in jo vključiti v hevristično konceptualizacijo pripravljenosti učiteljev za digitalnoinkluzivna okolja.
Prenosi
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