Fostering the professional capital of teachers in digital capabilities

International Journal of Research and Innovation in Social Science (IJRISS) | Volume V, Issue XII, December 2021 | ISSN 2454–6186

 Fostering the professional capital of teachers in digital capabilities

Valeria Pandolfini
Department of Science of Education, University of Genoa, Italy

Abstract-The article focuses on teacher professionalism, taking into account the challenges related to the growing digitizing of teaching and learning processes and educational environments, especially in light of the great challenges posed by COVID-19 in the educational sector. First, the article proposes an evaluative framework based on the Capability Approach to investigate the complex links between education and technologies, and the impacts on teachers’ collaborative work. Second, the notion of teachers’ professional capital is contextualized in the digital era, and the impact of the diffusion of digital technologies on teachers’ collaborative practices is examined. Then, some policy recommendations are provided, focusing on teachers’ training programs and the implications of adopting the Capability Approach to tackle such issues. The questions arising refer to the types of capital that have to be developed in the teaching profession, which are linked to the diffusion of digital media in the educational sector, and the means for fostering teachers’ capability development.

Keywords: Professional capital, teachers, capability, digital school, educational policy

I. INTRODUCTION

Rapid digitalization over the past decade has transformed many aspects of work and daily life. Driven by innovation and technological evolution, the digital transformation is reshaping society, in relation to different dimensions, from education, to work, to health. The education and training system is increasingly part of the digital transformation and harnesses its benefits and opportunities. The COVID-19 crisis, which has heavily impacted education and training, has accelerated the change and provided a learning experience [18]. The COVID-19 pandemic has amplified opportunities and challenges from the digital transformation, including in the educational sector[37]. The crisis requires us to rethink how education and training are designed and provided to meet the demands of a rapidly changing and increasingly digital world. At the same time, it requires to critically reflect on the prevailing discourses inthe educational sector during the COVID-19 crisis, in order to examine how much teachers’ professionalism is becoming more crucial.

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