E-learning in the Time of COVID-19
Scientific Editor Eugenia Smyrnova-Trybulska
“E-learning”, 13, Katowice–Cieszyn 2021, pp. 125–136
PEDAGOGICAL GOAL-SETTING IN A DIGITAL ENVIRONMENT: PROBLEM ACTUALIZATION
Tatiana Noskova 1 & Tatiana Pavlova 2
The Herzen State Pedagogical University of Russia St.Petersburg (Russia), 48 Moyka emb.
1 firstname.lastname@example.org, ORCID 0000-0002-2058-626X
2 email@example.com, ORCID 0000-0003-4559-4490
Abstract: The pedagogical activity strategic goals are associated with current trends in social development and society digitization. The goal-setting aspect of pedagogical competence is of particular importance in terms of changing demands for education and the increasing diversity of the digital educational environment. The “second digital divide” is clearly manifested in pedagogical activity by sig- nificant differences in the goal-setting of teachers who effectively, creatively apply digital technologies, and activities in a traditional paradigm. Constant updating of pedagogical priorities requires further multifaceted research.
The purpose of the study is to review goal-setting perceptions by school teachers and academic teachers. Research methods: theoretical methods of studying psychological and pedagogical scientific publications associated with the problem of pedagogi- cal goal-setting, as well as quantitative research methods, particularly anonymous surveys. The study supports the conclusion that significant pedagogical goal-setting transformation in the modern educational environment is crucial. The detected problem: the overwhelming majority of teachers do not perceive the importance of digital skills, soft skills and lifelong learning goals. It is required to adjust the ad- vanced professional programs content for future teachers and for academic teachers in sections that contribute to shaping goal-setting skills to reflect the multifaceted capabilities of the digital environment.
Keywords: pedagogical goal-setting; digital educational environment; pedagogical competence; advanced professional programs.
A s p i n, D. & C h a p m a n, J. (2007). Lifelong learning: concepts and conceptions. In A s p i n 1. (Ed.). Philosophical Perspectives on Lifelong Learning (Chapter 1, pp. 19–38). Nether- land: Springer Publishing. https://doi.org/10.1007/978-1-4020-6193-6_1.
B a k k e n e s, I., Ve r m u n t, J.D., & Wu b b e l s, T. (2010). Teacher learning in the context of educational innovation: Learning activities and learning outcomes of experienced teach- ers. Learning and Instruction, 20(6), 533–548. https://doi.org/10.1016/j.learninstruc.20 09.09.001.
B l i n o v, V. & D u l i n o v, M. (2019). Project of the didactic concept of digital vocational edu- cation and training. M: Publishing house “Pero”.
C l a r o, M., S a l i n a s, A., ‘C a b e l l o – H u t t, T., S a n M a r t í n, E., P r e i s s, D.D., Va l e n – z u e l a, S. et al. (2018). Teaching in a Digital Environment (TIDE): Defining and measur- ing teachers’ capacity to develop students’ digital information and communication skills. Computers & Education, 121, 162–174. https://doi.org/10.1016/j.compedu.2018.03.001.
D a r l i n g – H a m m o n d, L., H y l e r, M.E., & G a r d n e r, M. (2017). Effective Teacher Pro- fessional Development. Palo Alto, CA: Learning Policy Institute. Retrieved from https:// learningpolicyinstitute.org (accessed 12 June 2021).
D e s i m o n e, L. & G a r e t, M. (2015). Best practices in teachers’ professional development in the United States. Psychology, Society and Education, 7(3), 252–263. https://doi.org/10.251 15/psye.v7i3.515.
F i s h m a n, B., D e d e, C., & M e a n s, B. (2016). Teaching and Technology: New Tools for New Times. In D.H. G i t o m e r & C.A. B e l l (Eds.). Handbook of Research on Teaching Drew., 5th еd. Washington, DC: American Educational Research Association. https:// doi.org/10.3102/978-0-935302-48-6_21.
Future Skills for the 2020s. A New Hope. Fall 2020. Globaledufutures, Retrieved from htt- ps://globaledufutures.org/vision_creation (accessed 01 April 2021).
G u g g e m o s, J. & S e u f e r t, S. (2021). Teaching with and teaching about technology – evi- dence for professional development of in-service teachers. Computers in Human Behav- ior, 115, 1–11. https://doi.org/10.1016/j.chb.2020.106613.
G u m e r o v a, N.L. (2007). Formation of a goal-setting culture of future teacher in the pro- cess of professional and pedagogical training at the university. Izvestia of the Herzen State Pedagogical University, 19(45), 341–347.
H a u g, B. & M o r k, S. (2021). Taking 21st century skills from vision to classroom: What teachers highlight as supportive professional development in the light of new demands from educational reforms. Teaching and Teacher Education, 100 (103286), 1–12. https:// doi.org/10.1016/j.tate.2021.103286.
K e n n e d y, T. & S u n d b e r g, C. (2020) To prepare students for handling the complexity of modern societies, policy documents and educational reforms around the globe call for 21st century skills. In B. A k p a n & T.J. K e n n e d y (Eds.). Science education in theory and practice: An introductory guide to learning theory (pp. 479–496). Springer International Publishing.
K u z m i n a, N. (1970). Research methods of pedagogical activity. Leningrad. State Zhdanov university.
L a u r i l l a r d, D. (2002). Rethinking university teaching (2nd ed.). Abingdon, UK: Routledge Falmer. https://doi.org/10.4324/9781315012940.
L e o n t ’e v, A. (2005). Activity. Consciousness. Personality. Moscow, Sense: Academy.
L o u w s, M., M e i r i n k, J., Ve e n, K., & D r i e l, J. (2017). Understanding teachers’ profes- sional learning goals from their current professional concerns. Teachers and Teaching, 24, 1–18. https://doi.org/10.1080/13540602.2017.1383237.
L u k s h a, P. & P e s k o v, D. (2019). Global Education Futures: Agenda. iUniverse. M a r k o v a, A. (1993). Psychology of teacher’s work. M.: Education.
N o s k o v a, T. (2020). Didactics of the digital environment. Monograph. SPb.: Publishing house of the Herzen State Pedagogical University of Russia.
P u e n t e d u r a, R. (2013). SAMR: Moving from enhancement to transformation. blog post, 29 May. Retrieved from http://www.hippasus.com/rrpweblog/archives/000095.html (ac- cessed 11 June 2021).
Te o, T., Un w i n, S., S c h e r e r, R., & G a r d i n e r, V. (2021). Initial teacher training for twen- ty-first century skills in the Fourth Industrial Revolution (IR 4.0): A scoping review. Computers & Education, 170, 104–223.
T s y b u l s k y, D. & L e v i n, I. (2019). Science teachers’ worldviews in the age of the digital revolution: Structural and content analysis. Teaching and Teacher Education, 86, 1–12. https://doi.org/10.1016/j.tate.2019.102921.
W a r s c h a u e r, M. (2003) The Digital Divide and Social Inclusion. Cambridge, Mass.: MIT Press. https://doi.org/10.3390/su12062424.
W a t s, M. & Wa t s, R.K. (2009). Developing soft skills in students. The International Journal of Learning, 15(12), 1–10. https://doi.org/10.18848/1447-9494/CGP/v15i12/46032.
We b s t e r – Wr i g h t, A. (2009). Reframing Professional Development Through Under- standing Authentic Professional Learning. Review of Educational Research, 79(2), 702– 739. https://doi.org/10.3102/0034654308330970.