Using self-reflection to support teacher professional learning and development of their digital competence :A multi-case study using SELFIEforTEACHERS

Table of Contents

• Contents 3
• Abstract 5
• Acknowledgements 6
• Authors 6
• Foreword 7
• Executive summary 8
• Policy context 8
• SELFIEforTEACHERS 8
• A multi-case research study 8
• Main findings 9
• Related JRC work 10
• Quick guide 10
• 1 Introduction 11
• 1.1 Problem statement 11
• 1.2 The research study 11
• 1.3 SELFIEforTEACHERS 11
• 1.4 Definition of teachers’ digital competence 12
• 1.5 Factors affecting teachers’ digital competence 13
• 1.5.1 Personal factors 14
• 1.5.2 Institutional factors 14
• 1.5.3 Systemic factors 14
• 1.6 Self-reflection as a driver for improving digital competence 15
• 2 Methodology 16
• 2.1 Research questions and theoretical propositions 16
• 2.2 Methods 16
• 2.2.1 A multi-case, multi-site, multi-nation and multi-researcher design 16
• 2.2.2 Overall methodological approach 17
• 2.2.3 The individual case studies 17
• 2.2.4 Recruitment 20
• 2.2.5 Participants 20
• 2.2.6 Implementation sites and context 21
• 2.2.7 Quality assurance: issues of validity and reliability of the research 24
• 2.2.8 Data collection methods 24
• 2.2.9 Data coding and analysis 26
• 3 Results 29
• 3.1 Did teachers find the SfT tool easy to use? 29
• 3.2 Did teachers perceive SfT as useful? 29
• 3.3 To what extent did SfT support teachers in developing agency to improve their digital competence? 29
• 3.4 Which personal, institutional and systemic characteristics influence teachers’ agency to act upon the feedback received from the SfT tool? 31
• 4 Conclusions and policy implications 33
• 4.1 Discussion 33
• 4.2 Recommendations and policy implications 34
• 5 Individual case study summaries 36
• 5.1 Cyprus (CY) 37
• 5.1.1 Summary of Cypriot case studies 37
• 5.1.2 Country information 37
• 5.1.3 Case study 1 (CY1): Scaffolding primary school teachers’ reflection and professional learning through a Professional Development programme 40
• 5.1.4 Case Study 2 (CY2): A self-driven initiative of an in-service teacher to introduce SfT in the school 41
• 5.1.5 Case study 3 (CY3): Investigating the affordances of SfT using a disciplinary lens: Examining Cypriot Chemistry Education teachers’ uptake of SfT 43
• 5.1.6 Recommendations and lessons learnt from the three Cypriot case studies 45
• 5.2 Greece (EL) 46
• 5.2.1 Summary of Greek case studies 46
• 5.2.2 Country information 46
• 5.2.3 Case study 1 (EL1): School leadership encourages SfT completion to support teachers teaching STEM topics identify their learning needs and plan professional development 48
• 5.2.4 Case study 2 (EL2): School leadership encourages SfT completion to support teachers teaching Humanities identify their learning needs and plan professional development 50
• 5.2.5 Recommendations and lessons learnt from the two Greek case studies 52
• 5.3 Spain (ES) 53
• 5.3.1 Summary of Spanish case studies 53
• 5.3.2 Country information 53
• 5.3.3 Case study 1 (ES1): Pre-service teachers use SfT to analyse their learning about digital competence for education during their studies 55
• 5.3.4 Case study 2 (ES2): In-service computer science department uses SfT as trigger to analyse their digital competence for education and their further development 56
• 5.3.5 Recommendations and lessons learnt from the two Spanish case studies 58
• 5.4 Finland (FI) 60
• 5.4.1 Summary of Finnish case studies 60
• 5.4.2 Country information 60
• 5.4.3 Case study 1 (FI1): School leadership uses SfT and the aggregated data it can provide to reflect on teachers’ current needs and plan training actions at the school 62
• 5.4.4 Case study 2 (FI2): School leadership initiates SfT as a starting point for teachers’ professional learning and development of their digital competence 64
• 5.4.5 Recommendations and lessons learnt from the two Finnish case studies 66
• 5.5 Ireland (IE) 67
• 5.5.1 Summary of Irish case studies 67
• 5.5.2 Country information 67
• 5.5.3 Case study 1 (IE1): School leaders and teachers use SfT to support individual teachers plan their professional learning to further develop their digital competence. 69
• 5.5.4 Case study 2 (IE2): Leaders of a school network use the SfT tool and aggregated results to plan and implement professional learning actions for their schools. 70
• 5.5.5 Recommendations and lessons learnt from the two Irish case studies 71
• 5.6 The Netherlands (NL) 73
• 5.6.1 Summary of Dutch case studies 73
• 5.6.2 Country information 73
• 5.6.3 Case study 1 (NL1): Self-reflection on professional development paths in relation to the SfT feedback. 76
• 5.6.4 Case study 2 (NL2): Reaction to SfT feedback after initial professional development goals. 78
• 5.6.5 Recommendations and lessons learnt from the two Dutch case studies 80
• References 82
• List of abbreviations and definitions 87
• List of figures 88
• List of tables 89
• Annexes 90
• Annex 1. SELFIEforTEACHERS case studies synopsis 90
• Annex 2. SELFIEforTEACHERS case studies interview protocols 93