Akademik Veri Yönetim Sistemi
International Journal of Curriculum and Instructional Studies, cilt.13, sa.1, ss.67-94, 2023 (Hakemli Dergi)
This study aims to examine the digital competence levels of teacher
educators, one of the essential stakeholders in the field of education,
and their experiences of using digital technology in education
processes based on the Digital Competencies for Educators
(DigCompEdu) Framework. The study used an explanatory design, one
of the mixed-method research designs. One hundred thirteen teacher
educators working in a major state university in Türkiye participated in
the study. According to the findings, teacher educators mostly use
Learning Management Systems (LMS) and digital presentations,
videos, and digital assessment tools. They have high competence in
using digital technologies and see their work environment as sufficient
in terms of technical infrastructure. Teacher educators' digital
competencies and competencies for the leading competence areas are
at the "Integrative - B1" level. Teacher educators at these levels are
curious and open to innovations. However, educators should be
supported in gaining higher-level competencies, such as using digital
technologies, by supporting them with pedagogical approaches and
providing guidance to other educators. In the interviews with teacher
educators, the necessity of professional development programs in
developing digital competencies for teacher educators and pre-service
teachers was mentioned. In this context, obtained results and
implications were discussed in detail.