Teachers' problem-solving skills in technology-rich environments: a call for workplace learning and opportunities to develop professionally

• Published in: Studies in continuing education Vol. 45; no. 1; pp. 86 - 112
• Main Authors: De Wever, Bram, Hämäläinen, Raija, Nissinen, Kari, Mannonen, Joonas, Van Nieuwenhove, Lisse
• Format: Journal Article
• Language: English
• Published: Sydney Routledge 02-01-2023; Taylor & Francis Ltd
• Subjects: Adults; Educational Attainment; Educational Technology; Faculty Development; Foreign Countries; Incidental Learning; International Assessment; PIAAC (Programme for the International Assessment of Adult Competencies); Problem Solving; Problem solving skills; Professional Development; Professional Personnel; Skills; Sociodemographics; Teacher Background; Teacher education; Teachers; Technology; technology-rich environments; Workplace Learning; United Kingdom; Austria; Czech Republic; Netherlands; Sweden; Belgium; Norway; Ireland; Finland; Denmark; Poland; Slovakia; Germany
• ISSN: 0158-037X; 1470-126X
• DOI: 10.1080/0158037X.2021.2003769

This study focuses on the problem solving skills in technology-rich environments of teachers. PIAAC (Programme for the International Assessment of Adult Competencies) data on adults' (n = 11,294) competencies, is used to investigate how problem solving skills of teachers are associated with sociodemographic, work-related, and everyday-life related background factors. In addition, the problem solving skills in technology-rich environments of teachers are compared with those of other adults with a higher education degree. The main statistical analyses are conducted with logistic regression models under the design-based framework. Our findings illustrate that teachers' strong or weak skills seem to be associated with sociodemographic factors and work-related factors. When comparing teachers with other professionals, for high problem solving skills numeracy skill use at home was important on top of the sociodemographic factors, while teachers' weak skills seem to be associated with fewer ICT skill-use at work on top of the sociodemographic factors. Combining our results with earlier research that emphasises the importance of daily activities at work on the one hand, and the lack of room for teachers to actually work and learn together on the other hand, we argue that teachers may benefit from more opportunities to develop professionally at work.