Purpose

The purpose of this study was to examine the digital competence displayed by a primary school teacher who implemented an interdisciplinary cross-border lesson that was designed with the lesson study methodology and involved two countries: Brazil and Chile.

Design/methodology/approach

A qualitative methodology was adopted via the case study method through which the case of a sixth-grade Chilean teacher participating in the study was documented. The data were collected through a lesson plan, a videotape of the implemented lesson and a questionnaire. A professional digital competence framework for teachers provided an analytical perspective via data analysis.

Findings

The results show that the teacher displayed digital competence in a synchronous collaborative learning environment in which she had time to reflect on the educational value of technology and appropriate teaching methods involving information and communication technologies. Certain elements of the studied case contributed to this performance, namely the cross-border context, the classroom setting and the collaborative Lesson Study methodology.

Practical implications

The lesson study methodology facilitated the teacher's performance in the “Pedagogy and didactics” digital competence by enabling her to participate in planning and implementing a lesson that allowed all those who collaborated, including teachers and researchers, to reflect on teaching in a digital learning environment.

Social implications

The cross-border context, which involved co-designing and implementing a lesson in two countries, allowed the teacher to display her “School in society” and “Ethics” competencies. This was achieved through connecting two classrooms with different languages and cultures digitally and synchronously, thereby providing students the opportunity to debate and participate in a global and local problem such as a country's responsibility for energy consumption.

Originality/value

Modern society requires the transformation of school practices, and new teaching approaches should include the provision of collaborative spaces that incorporate digital technologies. In this sense, this paper shows that cross-border lessons involving a synchronous learning environment offer a potential alternative, as digital teaching competence enables teachers to bring together different social and cultural groups virtually, thereby contributing to the reduction of social gaps and to the promotion of positive identity among less advantaged students.

中文翻译：

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参与实施巴西和智利课堂跨境课程的教师的数字能力

目的

本研究的目的是检验一名小学教师展示的数字能力，该教师实施了跨学科跨境课程，该课程采用课程学习方法设计，涉及两个国家：巴西和智利。

设计/方法/方法

通过案例研究方法采用了定性方法，通过该方法记录了参与研究的六年级智利教师的案例。数据是通过课程计划、已实施课程的录像带和问卷收集的。面向教师的专业数字能力框架通过数据分析提供了分析视角。

发现

结果表明，教师在同步协作学习环境中展示了数字能力，在这种环境中，她有时间反思技术的教育价值以及涉及信息和通信技术的适当教学方法。所研究案例的某些元素促成了这种表现，即跨界背景、课堂环境和协作课程研究方法。

实际影响

课程学习方法使教师能够参与计划和实施课程，从而让包括教师和研究人员在内的所有合作者能够反思数字学习环境中的教学，从而促进了教师在“教学法和教学法”数字能力方面的表现。

社会影响

涉及在两个国家共同设计和实施课程的跨境背景使教师能够展示她的“社会学校”和“道德”能力。这是通过数字化和同步连接两个不同语言和文化的教室来实现的，从而为学生提供辩论和参与全球和地方问题的机会，例如国家对能源消耗的责任。

原创性/价值

现代社会需要改变学校做法，新的教学方法应包括提供融合数字技术的协作空间。从这个意义上讲，本文表明，涉及同步学习环境的跨境课程提供了一种潜在的替代方案，因为数字教学能力使教师能够将不同的社会和文化群体虚拟地聚集在一起，从而有助于缩小社会差距并促进弱势学生的积极认同。