Teacher Training for Educational Change: The View of International Experts

José Manuel García-Vandewalle García; Marina García-Carmona; Juan Manuel Trujillo Torres; Pablo Moya-Fernández

doi:10.30935/cedtech/11367

José Manuel García-Vandewalle García ¹ ^* , Marina García-Carmona ¹, Juan Manuel Trujillo Torres ¹, Pablo Moya-Fernández ²

More Detail

CONT ED TECHNOLOGY, Volume 14, Issue 1, Article No: ep330

https://doi.org/10.30935/cedtech/11367

Submitted: 12 May 2021, Published Online: 26 November 2021

OPEN ACCESS 2915 Views 2190 Downloads

Download Full Text (PDF)

Abstract

Digital competence has become a new type of literacy that significantly impacts on people’s lives, as it is paramount to their social and occupational integration. In educational institutions, teachers play a major role in developing the digital skills of their students. This study aims to determine the key elements of teacher training in the use of innovative technologies and methodologies with a view to providing alternatives to improve the educational process. The objective is to overcome deficiencies in the training of teachers in new technologies and innovative methodologies. A qualitative study based on interview data is used in two phases. For the first phase research, semi-structured interviews were conducted with eight international education experts from various fields on how best to train teachers. The second phase research involved a text mining analysis of the interview transcripts based on sentiment analysis and word counts using the advanced R statistical programming language. The second phase research was conducted using the R statistical programming language. The interview transcripts were analysed using sentiment analysis and a word cloud. The results reveal that teacher education should be practice-focused and supervised by senior teachers with the aid of students and heads of schools. Moreover, standards should be set to monitor the digital competence of teachers, who should be trained on an ongoing basis to keep them up to date in the use of digital technologies.

Keywords: teacher education, teacher training, educational technology, educational innovation, pre-service education

References

Akayoglu, S., Satar, H. M., Dikilitas, K., Cirit, N. C., & Korkmazgil, S. (2020). Digital literacy practices of Turkish pre-service EFL teachers. Australasian Journal of Educational Technology, 36(1), 85-97. https://doi.org/10.14742/ajet.4711
Almerich, G., Orellana, N., Suárez-Rodríguez, J., & Díaz-García, I. (2016). Teachers’ information and communication technology competences: A structural approach. Computers and Education, 100, 110-125. https://doi.org/10.1016/j.compedu.2016.05.002
Archer, K., Savage, R., Sanghera-Sidhu, S., Wood, E., Gottardo, A., & Chen, V. (2014). Examining the effectiveness of technology use in classrooms: A tertiary meta-analysis. Computers and Education, 78, 140-149. https://doi.org/10.1016/j.compedu.2014.06.001
Aslan, A., & Zhu, C. (2017). Investigating variables predicting turkish pre-service teachers’ integration of ICT into teaching practices. British Journal of Educational Technology, 48(2), 552-570. https://doi.org/10.1111/bjet.12437
Barak, M. (2014). Closing the gap between attitudes and perceptions about ICT-enhanced learning among pre-service STEM teachers. Journal of Science Education and Technology, 23(1), 1-14. https://doi.org/10.1007/s10956-013-9446-8
Baran, E., & Uygun, E. (2016). Putting technological, pedagogical, and content knowledge (TPACK) in action: An integrated TPACK-design-based learning (DBL) approach. Australasian Journal of Educational Technology, 32(2). https://doi.org/10.14742/ajet.2551
Bingimlas, K. A. (2009). Barriers to the successful integration of ICT in teaching and learning environments: A review of the literature. Eurasia Journal of Mathematics, Science and Technology Education, 5(3), 235-245. https://doi.org/10.12973/ejmste/75275
Bocconi, S., Kampylis, P., & Punie, Y. (2013). Framing ICT-enabled Innovation for Learning: The case of one-to-one learning initiatives in Europe. European Journal of Education, 48(1), 113-130. https://doi.org/10.1111/ejed.12021
Bozalek, V., Gachago, D., Alexander, L., Watters, K., Wood, D., Ivala, E., & Herrington, J. (2013). The use of emerging technologies for authentic learning: A south african study in higher education. British Journal of Educational Technology, 44(4), 629-638. https://doi.org/10.1111/bjet.12046
Broadbent, R., & Papadopoulos, T. (2012). Getting wired@collingwood: An ICT project underpinned by action research. Community Development Journal, 47(2), 248-265. https://doi.org/10.1093/cdj/bsq061
Brun, M., & Hinostroza, J. E. (2014). Learning to become a teacher in the 21st century: ICT integration in initial teacher education in chile. Educational Technology and Society, 17(3), 222-238. http://www.jstor.org/stable/jeductechsoci.17.3.222
Cairns, L., & Malloch, M. (2017). Computers in education: The impact on schools and classrooms. In: E. Maclean (Ed.), Life in schools and classrooms. Education in the Asia-Pacific Region: Issues, concerns and prospects (vol. 38). Springer, Singapore. https://doi.org/10.1007/978-981-10-3654-5_36
Charbonneau-Gowdy, P. (2015). It takes a community to develop a teacher: Testing a new teacher education model for promoting ICT in classroom teaching practices in chile. Electronic Journal of E-Learning, 13(4), 237-249.
Chen, F., Gorbunova, N. V., Masalimova, A. R., & Bírová, J. (2017). Formation of ICT-competence of future university school teachers. Eurasia Journal of Mathematics, Science and Technology Education, 13(8), 4765-4777. https://doi.org/10.12973/eurasia.2017.00963a
Cuban, L., Kirkpatrick, H., & Peck, C. (2001). High access and low use of technologies in high school classrooms: Explaining an apparent paradox. American Educational Research Journal, 38(4), 813-834. https://doi.org/10.3102/00028312038004813
Drajati, N. A., Rakerda, H., Sulistyawati, H., Nurkamto, J., & Ilmi, M. (2021). Investigating the adoption of TPACK-21CL by English pre-service teachers in a COVID-19 teaching practicum. Indonesian Journal of Applied Linguistics, 11(1), 124-133. https://doi.org/10.17509/ijal.v11i1.34625
Drent, M., & Meelissen, M. (2008). Which factors obstruct or stimulate teacher educators to use ICT innovatively? Computers and Education, 51(1), 187-199. https://doi.org/10.1016/j.compedu.2007.05.001
Drossel, K., Eickelmann, B., & Gerick, J. (2017). Predictors of teachers’ use of ICT in school – the relevance of school characteristics, teachers’ attitudes and teacher collaboration. Education and Information Technologies, 22(2), 551-573. https://doi.org/10.1007/s10639-016-9476-y
Durães, D., Jiménez, A., Bajo, J., & Novais, P. (2016). Monitoring level attention approach in learning activities. In T. Di Mascio, M. Caporuscio, F. De la Prieta, P. Vittorini, R. Gennari, & J. G. Rodriguez (Eds.), Methodologies and intelligent systems for technology enhanced learning (pp. 33-40). Springer Verlag. https://doi.org/10.1007/978-3-319-40165-2_4
Eger, J. M., & Maggipinto, A. (2010). Technology as a tool of transformation: E-cities and the rule of law. In A. D’Atri & D. Saccà (Eds.), Information systems: People, organizations, institutions, and technologies - ItAIS: The Italian association for information systems (pp. 23-30). https://doi.org/10.1007/978-3-7908-2148-2_4
Espigares-Pinazo, M. J., Bautista-Vallejo, J. M., & García-Carmona, M. (2020). Evaluations in the moodle-mediated music teaching-learning environment. Technology, knowledge and learning. https://doi.org/10.1007/s10758-020-09468-0
Estacio, E. V., Whittle, R., & Protheroe, J. (2017). The digital divide: Examining socio-demographic factors associated with health literacy, access and use of internet to seek health information. Journal of Health Psychology, 24(12), 1668-1675. https://doi.org/10.1177/1359105317695429
Feinerer I., & Hornik K. (2020). tm: Text Mining Package. R package version 0.7-8. https://CRAN.R-project.org/package=tm
Fellows I. (2018). wordcloud: Word Clouds. R package version 2.6. https://CRAN.R-project.org/package=wordcloud
Fernández-Cruz, F., & Fernández-Díaz, M. (2016). Generation z’s teachers and their digital skills. Comunicar, 24(46), 97-105. https://doi.org/10.3916/C46-2016-10
Foronda, C. L., Alfes, C. M., Dev, P., Kleinheksel, A. J., Nelson, D. A., O’Donnell, J. M., & Samosky, J. T. (2017). Virtually nursing: Emerging technologies in nursing education. Nurse Educator, 42(1), 14-17. https://doi.org/10.1097/NNE.0000000000000295
Garba, S. A., & Yusuf, B. (2016). Digital technologies and emerging educational objectives: The need for transformational changes in teacher education and training. In I. H. Amzat, & B. Yusuf (Eds.), Fast forwarding higher education institutions for global challenges: Perspectives and approaches (pp. 47-60). Springer Singapore. https://doi.org/10.1007/978-981-287-603-4_5
García-Carmona, M. (2015). La educación actual: retos para el profesorado [Education today: challenges for teachers]. Revista Ibero-Americana de Estudos em Educação, 10(4), 1199-1211 https://doi.org/10.21723/riaee.v10i4.8262
García-Valcárcel, A., Basilotta, V., & López García, C. (2014). ICT in collaborative learning in the classrooms of primary and secondary education. Comunicar, 21(42), 65-74. https://doi.org/10.3916/C42-2014-06
Geer, R., White, B., Zeegers, Y., Au, W., & Barnes, A. (2017). Emerging pedagogies for the use of iPads in schools. British Journal of Educational Technology, 48(2), 490-498. https://doi.org/10.1111/bjet.12381
Gil-Flores, J., Rodríguez-Santero, J., & Torres-Gordillo, J. (2017). Factors that explain the use of ICT in secondary-education classrooms: The role of teacher characteristics and school infrastructure. Computers in Human Behavior, 68, 441-449. https://doi.org/10.1016/j.chb.2016.11.057
Gogh, E., & Kovari, A. (2019). Metacognition and Lifelong Learning: A survey of secondary school students. In 9th IEEE International Conference on Cognitive Infocommunications, CogInfoCom 2018 – Proceedings (pp. 271-276). https://doi.org/10.1109/CogInfoCom.2018.8639961
Guillén-Guerrero, G., & Molina, O. A. M. (2019). Impacto de la capacitación docente con formato b-learning sobre la metodología docente y evaluativa de los profesores [The impact of a b-learning teacher training on the teachers teaching and evaluation methodology]. RISTI - Revista Iberica de Sistemas e Tecnologias de Informacao, 2019(E21), 166-175.
Hambira, N., Lim, C. K., & Tan, K. L. (2017). Emotional and cultural impacts of ICT on learners: A case study of opuwo, Namibia. AIP Conference Proceedings, 1891, 020048. https://doi.org/10.1063/1.5005381
Harris, J., Mishra, P., & Koehler, M. (2009). Teachers’ technological pedagogical content knowledge and learning activity types: Curriculum-based technology integration refrained. Journal of Research on Technology in Education, 41(4), 393-416. https://doi.org/10.1080/15391523.2009.10782536
Heimerl, F., Lohmann, S., Lange, S., & Ertl, T. (2014). Word cloud explorer: Text analytics based on word clouds. In 2014 47th Hawaii International Conference on System Sciences (pp. 1833-1842).
IEEE Computer Society. https://doi.org/10.1109/HICSS.2014.231
Hohlfeld, T. N., Ritzhaupt, A. D., Barron, A. E., & Kemker, K. (2008). Examining the digital divide in K-12 public schools: Four-year trends for supporting ICT literacy in florida. Computers and Education, 51(4), 1648-1663. https://doi.org/10.1016/j.compedu.2008.04.002
Hsu, S., & Kuan, P. (2013). The impact of multilevel factors on technology integration: The case of taiwanese grade 1-9 teachers and schools. Educational Technology Research and Development, 61(1), 25-50. https://doi.org/10.1007/s11423-012-9269-y
Jockers, M. L. (2015). Syuzhet: Extract sentiment and plot arcs from text. https://github.com/mjockers/syuzhet
Jones, J., & Pal, J. (2015). (2015). Counteracting dampeners: Understanding technology amplified capabilities of people with disabilities in Sierra Leone. ICTD ‘15: Proceedings of the Seventh International Conference on Information and Communication Technologies and Development, 15, 6. https://doi.org/10.1145/2737856.2738025
Klaassen, R., De Vries, P., Ioannides, M. G., & Papazis, S. (2017). (2017). Tipping your toe in the ‘emerging technologies’ pond from an educational point of view. In Proceedings of the 45th SEFI Annual Conference 2017 - Education Excellence for Sustainability, SEFI 2017 (pp. 1190-1197). http://resolver.tudelft.nl/uuid:70760a25-2ec0-434d-a066-711dd98ccfe5
Koh, J. H. L., Woo, H. -., & Lim, W. -. (2013). Understanding the relationship between singapore preservice teachers’ ICT course experiences and technological pedagogical content knowledge (TPACK) through ICT course evaluation. Educational Assessment, Evaluation and Accountability, 25(4), 321-339. https://doi.org/10.1007/s11092-013-9165-y
Kozanitis, A., Ménard, L., & Boucher, S. (2018). Capacitación y acompañamiento pedagógico de profesores universitarios noveles: efectos sobre el uso de estrategias de enseñanza [Continuous development and education follow-up of new university professors: Effects on the use of teaching strategies] Praxis Educativa, 13(2), 294-311. https://doi.org/10.5212/PraxEduc.v.13i2.0003
Laurillard, D. (2016). The educational problem that MOOCs could solve: Professional development for teachers of disadvantaged students. Research in Learning Technology, 24, 29369. https://doi.org/10.3402/rlt.v24.29369
Liu, B. (2012). Sentiment analysis and opinion mining. https://doi.org/10.2200/S00416ED1V01Y201204HLT016
Lohmann, S., Heimerl, F., Bopp, F., Burch, M., & Ertl, T. (2015). Concentri cloud: Word cloud visualization for multiple text documents. In Proceedings of the International Conference on Information Visualisation, 2015-September (pp. 114-120). https://doi.org/10.1109/iV.2015.30
Manzoor, A. (2016). Emerging role of technology in health education for youth. In Public health and welfare: Concepts, methodologies, tools, and applications (pp. 1447-1464). IGI Global. https://doi.org/10.4018/978-1-5225-1674-3.ch068
Marcelo, C., Yot, C., & Mayor, C. (2015). University teaching with digital technologies. Comunicar, 23(45), 117-124. https://doi.org/10.3916/C45-2015-12
Markus, M. L., & Mentzer, K. (2014). Foresight for a responsible future with ICT. Information Systems Frontiers, 16(3), 353-368. https://doi.org/10.1007/s10796-013-9479-9
Martínez Zárate, J., & Mateus Santiago, S. (2019). Sentiment Analysis Through Machine Learning for the Support on Decision-Making in Job Interviews. In C. Stephanidis (Ed.), HCI International 2019 – Late Breaking Papers. HCII 2019. Lecture Notes in Computer Science (vol. 11786, pp. 202-213). Springer, Cham. https://doi.org/10.1007/978-3-030-30033-3_16
Mendonça, S., Crespo, N., & Simões, N. (2015). Inequality in the network society: An integrated approach to ICT access, basic skills, and complex capabilities. Telecommunications Policy, 39(3-4), 192-207. https://doi.org/10.1016/j.telpol.2014.12.010
Midgley, G. (1993). Three models of IT training for people with disabilities. Information Technology Training for People with Disabilities, 36-47.
Mohammad, S., & Turney, P. (2010, June). Emotions evoked by common words and phrases: Using mechanical turk to create an emotion lexicon. In Proceedings of the NAACL HLT 2010 workshop on computational approaches to analysis and generation of emotion in text (pp. 26-34).
Munns, G., Sawyer, W., & Cole, B. (2013). Exemplary teachers of students in poverty. In Exemplary teachers of students in poverty (pp. 1-208). Taylor and Francis. https://doi.org/10.4324/9780203076408
Nemiña, R. E. (2018). Las comunidades de aprendizaje como estrategia de desarrollo profesional de docentes de Educación física [Learning communities as a strategy for the professional development of Physical education teachers]. Estudios Pedagogicos, 44(1), 259-278. https://doi.org/10.4067/S0718-07052018000100259
Ng’Ambi, D. (2013). Effective and ineffective uses of emerging technologies: Towards a transformative pedagogical model. British Journal of Educational Technology, 44(4), 652-661. https://doi.org/10.1111/bjet.12053
Nikolopoulou, K., & Gialamas, V. (2015a). Barriers to the integration of computers in early childhood settings: Teachers’ perceptions. Education and Information Technologies, 20(2), 285-301. https://doi.org/10.1007/s10639-013-9281-9
Nikolopoulou, K., & Gialamas, V. (2015b). ICT and play in preschool: Early childhood teachers’ beliefs and confidence. International Journal of Early Years Education, 23(4), 409-425. https://doi.org/10.1080/09669760.2015.1078727
Park, S. R., Choi, D. Y., & Hong, P. (2015). Club convergence and factors of digital divide across countries. Technological Forecasting and Social Change, 96, 92-100. https://doi.org/10.1016/j.techfore.2015.02.011
Parmar, M., Maturi, B., Dutt, J. M., & Phate, H. (2018). Sentiment Analysis on Interview Transcripts: An application of NLP for Quantitative Analysis. In 2018 International Conference on Advances in Computing, Communications and Informatics, ICACCI 2018 (pp. 1063-1068). https://doi.org/10.1109/ICACCI.2018.8554498
Patra, B. G., Ghosh, N., Das, D., & Bandyopadhyay, S. (2015). Identifying temporal information and tracking sentiment in cancer patients’ interviews. In Computational Linguistics and Intelligent Text Processing (CICLing 2015) (pp. 180-188). LNCS. https://doi.org/10.1007/978-3-319-18117-2_14
Pelgrum, W. J. (2001). Obstacles to the integration of ICT in education: Results from a worldwide educational assessment. Computers and Education, 37(2), 163-178. https://doi.org/10.1016/S0360-1315(01)00045-8
Pérez-Escoda, A., Castro-Zubizarreta, A., & Fandos-Igado, M. (2016). Digital skills in the Z generation: Key questions for a curricular introduction in primary school. Comunicar, 24(49), 71-79. https://doi.org/10.3916/C49-2016-07
Postareff, L., Lindblom-Ylänne, S., & Nevgi, A. (2007). The effect of pedagogical training on teaching in higher education. Teaching and Teacher Education, 23(5), 557-571. https://doi.org/10.1016/j.tate.2006.11.013
Quintana, M. G. B., & Zambrano, E. P. (2014). E-mentoring: The effects on pedagogical training of rural teachers with complex geographical accesses. Computers in Human Behavior, 30, 629-636. https://doi.org/10.1016/j.chb.2013.07.042
Resta, P., & Laferrière, T. (2015). Digital equity and intercultural education. Education and Information Technologies, 20(4), 743-756. https://doi.org/10.1007/s10639-015-9419-z
Roig-Vila, R., Mengual-Andrés, S., & Quinto-Medrano, P. (2015). Primary teachers’ technological, pedagogical and content knowledge. Comunicar, 23(45), 151-159. https://doi.org/10.3916/C45-2015-16
Salam, M., Awang, D. N., Ibrahim, D. H. A., & Farooq, M. S. (2019). Technology integration in service-learning pedagogy: A holistic framework. Telematics and Informatics, 38, 257-273. https://doi.org/10.1016/j.tele.2019.02.002
Sasangohar, F., Dhala, A., Zheng, F., Ahmadi, N., Kash, B., & Masud, F. (2021). Use of telecritical care for family visitation to ICU during the COVID-19 pandemic: An interview study and sentiment analysis. BMJ Quality and Safety, 30, 715-721. https://doi.org/10.1136/bmjqs-2020-011604
Schmidt, D. A., Baran, E., Thompson, A. D., Mishra, P., Koehler, M. J., & Shin, T. S. (2009). Technological pedagogical content knowledge (Track): The development and validation of an assessment instrument for preservice teachers. Journal of Research on Technology in Education, 42(2), 123-149. https://doi.org/10.1080/15391523.2009.10782544
Siddiq, F., Hatlevik, O. E., Olsen, R. V., Throndsen, I., & Scherer, R. (2016). Taking a future perspective by learning from the past - A systematic review of assessment instruments that aim to measure primary and secondary school students’ ICT literacy. Educational Research Review, 19, 58-84. https://doi.org/10.1016/j.edurev.2016.05.002
Tallvid, M. (2016). Understanding teachers’ reluctance to the pedagogical use of ICT in the 1:1 classroom. Education and Information Technologies, 21(3), 503-519. https://doi.org/10.1007/s10639-014-9335-7
Thieman, G. Y., & Cevallos, T. (2017). Promoting educational opportunity and achievement through 1:1 iPads. International Journal of Information and Learning Technology, 34(5), 409-427. https://doi.org/10.1108/IJILT-06-2017-0047
Tójar Hurtado, J. C. (2006). Investigación cualitativa: Comprender y actuar [Qualitative research: Understand and act]. La Muralla. http://digital.casalini.it/9788471339393
Tondeur, J., Scherer, R., Baran, E., Siddiq, F., Valtonen, T., & Sointu, E. (2019). Teacher educators as gatekeepers: Preparing the next generation of teachers for technology integration in education. British Journal of Educational Technology, 50(3), 1189-1209. https://doi.org/10.1111/bjet.12748
Tondeur, J., Van Braak, J., Siddiq, F., & Scherer, R. (2016). Time for a new approach to prepare future teachers for educational technology use: Its meaning and measurement. Computers and Education, 94, 134-150. https://doi.org/10.1016/j.compedu.2015.11.009
Tondeur, J., van Keer, H., van Braak, J., & Valcke, M. (2008). ICT integration in the classroom: Challenging the potential of a school policy. Computers and Education, 51(1), 212-223. https://doi.org/10.1016/j.compedu.2007.05.003
Uluyol, C., & Sahin, S. (2016). Elementary school teachers’ ICT use in the classroom and their motivators for using ICT. British Journal of Educational Technology, 47(1), 65-75. https://doi.org/10.1111/bjet.12220
Valtonen, T., Kukkonen, J., Kontkanen, S., Sormunen, K., Dillon, P., & Sointu, E. (2015). The impact of authentic learning experiences with ICT on pre-service teachers’ intentions to use ICT for teaching and learning. Computers and Education, 81, 49-58. https://doi.org/10.1016/j.compedu.2014.09.008
Van Acker, F., van Buuren, H., Kreijns, K., & Vermeulen, M. (2013). Why teachers use digital learning materials: The role of self-efficacy, subjective norm and attitude. Education and Information Technologies, 18(3), 495-514. https://doi.org/10.1007/s10639-011-9181-9
Van Den Beemt, A., & Diepstraten, I. (2016). Teacher perspectives on ICT: A learning ecology approach. Computers and Education, 92-93, 161-170. https://doi.org/10.1016/j.compedu.2015.10.017
Wahyuni, I., Zaenuri, Wardono, Sukestiyarno, Y. L., Waluya, S. B., Nuriana, & Aminah, N. (2021). Design of instrument Technological Pedagogic Content Knowledge (TPACK) for prospective mathematics teachers. Journal of Physics: Conference Series, 1918(4), 042097. https://doi.org/10.1088/1742-6596/1918/4/042097
Wang, S., Hsu, H., Campbell, T., Coster, D. C., & Longhurst, M. (2014). An investigation of middle school science teachers and students use of technology inside and outside of classrooms: Considering whether digital natives are more technology savvy than their teachers. Educational Technology Research and Development, 62(6), 637-662. https://doi.org/10.1007/s11423-014-9355-4
Williams, P., Jamali, H. R., & Nicholas, D. (2006). Using ICT with people with special education needs: What the literature tells us. Aslib Proceedings: New Information Perspectives, 58(4), 330-345. https://doi.org/10.1108/00012530610687704
Wilson, M., Scalise, K., & Gochyyev, P. (2015). Rethinking ICT literacy: From computer skills to social network settings. Thinking Skills and Creativity, 18, 65-80. https://doi.org/10.1016/j.tsc.2015.05.001
Zimmermann, F., Melle, I., & Huwer, J. (2021). Developing prospective chemistry teachers’ TPACK-A comparison between students of two different universities and expertise levels regarding their TPACK self-efficacy, attitude, and lesson planning competence. Journal of Chemical Education, 98(6), 1863-1874. https://doi.org/10.1021/acs.jchemed.0c01296

Citation

García, J. M. G.-V., García-Carmona, M., Trujillo Torres, J. M., & Moya-Fernández, P. (2022). Teacher Training for Educational Change: The View of International Experts. Contemporary Educational Technology, 14(1), ep330. https://doi.org/10.30935/cedtech/11367

García, J. M. G.-V., García-Carmona, M., Trujillo Torres, J. M., and Moya-Fernández, P. (2022). Teacher Training for Educational Change: The View of International Experts. Contemporary Educational Technology, 14(1), ep330. https://doi.org/10.30935/cedtech/11367

García JMGV, García-Carmona M, Trujillo Torres JM, Moya-Fernández P. Teacher Training for Educational Change: The View of International Experts. CONT ED TECHNOLOGY. 2022;14(1), ep330. https://doi.org/10.30935/cedtech/11367

García, José Manuel García-Vandewalle, Marina García-Carmona, Juan Manuel Trujillo Torres, and Pablo Moya-Fernández. "Teacher Training for Educational Change: The View of International Experts". Contemporary Educational Technology 2022 14 no. 1 (2022): ep330. https://doi.org/10.30935/cedtech/11367

García, José Manuel García-Vandewalle et al. "Teacher Training for Educational Change: The View of International Experts". Contemporary Educational Technology, vol. 14, no. 1, 2022, ep330. https://doi.org/10.30935/cedtech/11367

García JMGV, García-Carmona M, Trujillo Torres JM, Moya-Fernández P. Teacher Training for Educational Change: The View of International Experts. CONT ED TECHNOLOGY. 2022;14(1):ep330. https://doi.org/10.30935/cedtech/11367