Teachers’ pedagogical digital competence profiles and their predictors
DOI:
https://doi.org/10.12697/eha.2026.14.1.05Keywords:
pedagogical digital competence, inclusion awareness, self-regulation, latent profile analysis, teacher professional learningAbstract
Digitaalsete vahenditega toetatud õpikeskkonnad pakuvad uusi võimalusi, kuidas kohandada õppimist, kuid eeldavad õpetajatelt mitmemõõtmelist pädevust, mis seob digioskused, pedagoogilised teadmised ja õppijate mitmekesisuse arvestamise. Artikkel analüüsib õpetajate pedagoogilise digipädevuse mustreid ning tuvastab latentsete profiilide analüüsi (LPA) abil eristatavad pedagoogilise digipädevuse profiilid. Andmed pärinevad rahvusvahelisest projektist EffecTive; siinses analüüsis kasutati Eesti, Saksamaa ja Soome õpetajate (pre-service ja in-service) andmeid. Analüüs tuvastas neli eristuvat pedagoogilise digipädevuse profiili, mis erinevad nii pädevuse tasemete kui ka komponentide lõimituse poolest: arenev digipädevus, kerge kohanemiskeerukus, refleksiivne ja kaasav praktika ning osaliselt lõimitud, kuid enesekindel digitehnoloogia kasutus. Profiilid erinesid eelkõige selle poolest, kuivõrd on digitehnoloogia kasutamine seotud õppijate mitmekesisust arvestava ja refleksiivse pedagoogilise praktikaga. Regressioonanalüüs näitas, et profiilikuuluvust ennustasid eeskätt koolitusmeetod ja töökogemuse pikkus. Uurimus kinnitab, et pedagoogiline digipädevus ei taandu tehnilistele oskustele: keskset rolli mängivad õpetaja teadlikkus ja valmisolek märgata ning toetada õppijate erinevusi, mis suunab, kuidas digipädevus praktikas rakendub ja kas see aitab kaasa võrdsematele võimalustele klassiruumis.
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