Articles producció científica> Pedagogia

Validation of a tool for self-evaluating teacher digital competence

  • Identification data

    Identifier: imarina:9138885
    Handle: http://hdl.handle.net/20.500.11797/imarina9138885
  • Authors:

    Rodríguez MU
    Cantabrana JLL
    Cervera MG
  • Others:

    Author, as appears in the article.: Rodríguez MU; Cantabrana JLL; Cervera MG
    Department: Pedagogia
    e-ISSN: 2174-5374
    URV's Author/s: Gisbert Cervera, Maria Mercedes / Lázaro Cantabrana, José Luis / Usart Rodríguez, Mireia
    Keywords: Technological literacy Teacher training Student teacher evaluation Self evaluation (individuals) Educational technology
    Abstract: © 2021, Univ Nacional de Educacion a Distancia (UNED). All rights reserved. The impressive and rapid development of society is leading to technological innovations that require new technical and cognitive skills. In particular, Teacher Digital Competence (TDC) is becoming increasingly important as an initial step towards better use of Digital Technologies (DT) in the classroom. Nevertheless, to date, future teachers on training programs have no tools to help them self-evaluate their own competence and get instant feedback on how their TDC is developing. This study subjects a TDC self-evaluation tool for initial teacher training – COMDID-A – to dimensional and external validation, in relation to age, gender and access to university. The sample consisted of 144 students on an initial teacher training program at a Catalan university. The results show that the dimensional structure proposed by the theoretical model is highly reliable and has four dimensions: 1. Didactic, curricular and methodological aspects; 2. Planning, organization and management of digital technological resources and spaces; 3. Ethical, legal and security aspects; and 4. Personal and professional development. Furthermore, significant correlations emerge between age and self-evaluation of TDC: in particular, older students self-evaluate themselves as less competent than younger students. No gender differences were observed. The outcomes of this study could provide future teachers and educational institutions with a valid and reliable tool to guide their perception and awareness of TDC development. This tool could be implemented in the formative assessment process of initial teacher training to raise student awareness of this competence and give them tools so that they can make significant use of DT in the classroom.
    Thematic Areas: Revistas de ciencias de la educación Pedagogical & educational research Education & educational research Education Educación Educació Educação Ciencias sociales Ciencias de la educación
    licence for use: https://creativecommons.org/licenses/by/3.0/es/
    ISSN: 1139-613X
    Author's mail: mireia.usart@urv.cat mireia.usart@urv.cat joseluis.lazaro@urv.cat merce.gisbert@urv.cat
    Author identifier: 0000-0003-4372-9312 0000-0003-4372-9312 0000-0001-9689-603X 0000-0002-8330-1495
    Record's date: 2023-02-19
    Papper version: info:eu-repo/semantics/publishedVersion
    Link to the original source: http://revistas.uned.es/index.php/educacionXX1/article/view/27080
    Licence document URL: http://repositori.urv.cat/ca/proteccio-de-dades/
    Papper original source: Educacion Xx1. 24 (1): 353-373
    APA: Rodríguez MU; Cantabrana JLL; Cervera MG (2021). Validation of a tool for self-evaluating teacher digital competence. Educacion Xx1, 24(1), 353-373. DOI: https://doi.org/10.5944/educxx1.27080
    Article's DOI: https://doi.org/10.5944/educxx1.27080
    Entity: Universitat Rovira i Virgili
    Journal publication year: 2021
    Publication Type: Journal Publications
  • Keywords:

    Education,Education & Educational Research
    Technological literacy
    Teacher training
    Student teacher evaluation
    Self evaluation (individuals)
    Educational technology
    Revistas de ciencias de la educación
    Pedagogical & educational research
    Education & educational research
    Education
    Educación
    Educació
    Educação
    Ciencias sociales
    Ciencias de la educación
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