Transferring Digital Competences for Teaching from Theory into Practice Through Reflection

Teachers must continuously develop their digital proficiency by acquiring digital competences and transferring them into practice. This requires to enhance teachers’ self-regulated learning skills and to foster reflective learning. In this work, we present the results of an evaluation that was conducted with six in-service teachers attending five workshops of a professional development training. The teachers used a learning platform called DIGIVIDget that offers micro-learning content related to basic digital competences for teaching. Reflective learning was induced by presenting different types of reflective questions in the DIGIVIDget and by conducting dedicated reflection sessions in the workshop series. The results show reflective learning among the participants and that the transfer of newly acquired digital competences (theory) into class (practice) took place, but only rarely.