Digital skills and ethical knowledge of teachers with TPACK in higher education

This paper analyzes the professional ethical knowledge of teachers in the use of technologies by teachers in training. Based on the disciplinary pedagogical technological knowledge (TPACK) model, it is intended to measure the correct inclusion of technologies in the classroom. For this, a descriptive exploratory methodological design study was carried out. The instruments used have been the Likert scale questionnaire and the personal interview, organized into four dimensions in which the self-perception of professional ethical knowledge, ethical knowledge of technology, pedagogical technological ethical knowledge and disciplinary technological ethical knowledge of the future teachers. The questionnaire has been applied to a sample of 1.051 trainee teachers from a European university in the context of COVID-19 and 822 students participated in the interview. The results show the scarce training in professional ethical knowledge of teachers in training and the importance of addressing this knowledge in the 21st century, a post-pandemic context. Another of the conclusions is the need to include the ethical component in the TPACK model to achieve a correct and ethical use of digital resources in the classroom. © 2023 by authors;licensee CEDTECH by Bastas, CY.

The teaching professional ethical knowledge and its presence in the inclusion of technologies in the present educational context

The objective of this study is to analyze the professional ethical knowledge of teachers in the use of technologies by teachers in training. Starting from the Technological Pedagogical Content Knowledge (TPACK) model to measure the correct inclusion of technologies in the classroom, a descriptive mixed methodological design study has been carried out. The instruments used were the Likert scale questionnaire and the personal interview, both organized in four dimensions on the professional ethical knowledge, the ethics of technology, the pedagogical technological ethics and the disciplinary technological ethics of future teachers. The questionnaire was applied to a sample of 632 professors in training from a European university in the context of COVID-19 and 429 students participated in the interview. The findings revealed little or no training in professional ethical knowledge of the teachers in training;the need to deepen such knowledge to face the current, pandemic and post-pandemic context of education and the importance of including the ethical component in the TPACK model for a correct and ethical implementation of digital resources in the classroom. © 2022 Authors. All rights reserved.

Motivation, Engagement, and Satisfaction of the Psychological Needs of Teachers in Initial Training During the First Waves of COVID-19

The impact of online courses on students' motivation, academic engagement, and satisfaction of psychological needs during the first waves of COVID-19 was examined with a questionnaire administered to a sample of teachers in training (n = 272) of a French-speaking university in Montreal (Canada). Analysis of the data reveals that participants were less motivated, less engaged and had more problems meeting their psychological needs in online courses than in traditional face-to-face classes. These results are discussed from the perspective of literature currently available on the subject and future developments in online training.