The Coherence of Teacher’s ICT Competence and Study Programmes

Abstract

The application of information communication technologies (ICT) becomes more and more relevant at university studies; thus a teacher needs ICT competence. Research literature analyses what is necessary for a teacher to use ICT in educational activity; however, coherences of teacher’s ICT competence and the study programmes have not been disclosed. The article addresses the following research question: how does a study programme create premises for the manifestation of teacher’s ICT competence? This problem is solved in four parts of the article. In the first part the ICT competence of a university teacher is defined; the second part reveals the coherences of teacher’s ICT competences and ICT implementation levels; the third part presents the research methodology. The fourth part reveals the coherences of teacher’s ICT competence and the study programme. The methods of research literature analysis and document analysis were used in the article. The data were processed by the method of qualitative descriptive content analysis.