Pedagogical Digital Competence For Police Teachers In Relation To Distance-Based Police Education
INTED2017: 11TH INTERNATIONAL TECHNOLOGY, EDUCATION AND DEVELOPMENT CONFERENCE(2017)
Abstract
Academisation and digitalisation are two processes functioning as catalysts for the changes vocational programs in higher education are undergoing. In this paper, a distance-based police education to be launched during spring 2017 in a Swedish university is studied as an example of one such program. In specific, the focus in this paper is a professional development course on pedagogical digital competence (PDC) which 18 police teachers working at the program participated in. The course contained both conceptual (know-why) knowledge and practical (know-how) knowledge about teaching and learning in a distance context. Results from a survey, building on the Technological Pedagogical and Content Knowledge (TPACK)-model, taken before and after the course show tendencies that the police teachers had developed their PDC, especially their technological content knowledge (TCK).
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Key words
Distance education, pedagogical digital competence, police education, police teachers, TPACK
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