Impactul competenței digitale a cadrului didactic asupra eficienței creării contextelor de învățare transformativă

Abstract

The present article comprises methodological arguments on the importance of teachers’ possession and capitalization of digital competence for achieving performance in the process of organizing the transformative learning contexts of the trainees. In the context of transformative learning the trainees, monitored according to the needs, have the full opportunity to exercise their “learning to learn” competence and, complementary, to exercise the digital competence within the learning activity. The digital competence is part of the professional skills category of teachers and aims to create easy learning situations for trainees through the use of various information technologies. The current study focuses mostly on presenting specific educational interventions, having as a benchmark ICT. These educational interventions are aligned with the phases of transformative learning that a trainee needs to go through in order to transform. Transformative learning is one of the most appropriate types of learning for the new expectations, given that it provides practical circumstances to develop new forms of knowledge, compatible with traditional ones. This type of learning transposes the subject into learning situations focused on the acquisition of certain means of knowledge and the acquisition of knowledge in itself, thus determining the openness for the acquisition of new skills. The research outcomes based on value judgements on the need of teachers to possess the digital competence are presented in the conclusions. The article includes recommendations for teachers with reference to the problem under research.