The Future of Education

Edition 14

Accepted Abstracts

Technology Enhanced Teacher Education - An Analysis of Basic Conditions And (Further) Educational Needs of Teachers in Sri Lanka

Sarah Aldrian, Institute of Educational Sciences (Austria)

Abstract

The technological developments of recent years have made digital and technological skills indispensable in most areas of society, such as work, business, education and social affairs. This will also confront teachers with new challenges. Their field of activity is an integral part of preparing young people for independent participation in social life, which is now difficult to achieve without technological support.
Based on an explorative approach, in which seven qualitative guideline interviews with teachers as announced experts of teacher education and two group discussions were carried out in the context of a project meeting with international experts and analyzed, three research questions were the focus of this research.

Research question 1: Which social and education-specific framework conditions or challenges must be considered in content development?
Educational concepts and theories are always also a question of culture, society and history. In the context of this work the school system and the university system in Sri Lanka was explained and the teacher education was described. Above all, the historical development of this played a central role.

Research question 2: What education needs exist among the (untrained) teachers in Sri Lanka?
The educational needs of teachers in Sri Lanka have been developed based on the analyzed curricula, the group discussions and interviews conducted.

  • didactics and methodology 
  • Personality education 
  • theory and practice 
  • e-didactics and e-teaching methods 
  • administration and organization

Research question 3: To what extent can content for the online modules be developed on the basis of teacher education in Austria?
The empirical analyzes of this work have shown that the basic needs of teachers in Sri Lanka and Austria are very similar. Differences between the two countries are reflected above all in the existing infrastructures and resources in order to be able to acquire didactic and methodological competencies in the context of online modules. In addition, of course, due to cultural differences, there are diverging elements in educational approaches and teaching practices. These can, however, be incorporated very well as content within the framework of these online modules and, for example, analyzed and discussed in e-student interviews.

As shown by the curriculum analyzes and also the interviews, the practical training of teachers plays an essential role. The in this project developed idea of conducting classroom sessions in a technology-supported and intercultural context seems to be an exciting and worthwhile opportunity to further develop the skills of teachers from both countries.

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