Articles producció científica> Pedagogia

Analysis of the self-perception of teacher digital competence in initial teacher training

  • Dades identificatives

    Identificador: imarina:9291931
    Autors:
    Marimon-Marti, MartaRomeu, TeresaUsart, MireiaSofia Ojando, Elena
    Resum:
    The current educational context demands digital competence from teachers as one of the key factors to guide the process of teaching and learning in a digital society. It thus becomes necessary to identify first-year university students' competence, in order to design training that allows its development, not only at an instrumental level, but, above all, with a marked methodological character. The main aim of this research is to analyze and compare in terms of gender and degree, the perception that first-year students of Education in Catalonia and Andorra have about their level of teacher digital competence (TDC), as a means for a formative assessment method that allows future teachers to reflect on the development of this competence. A descriptive and comparative analysis with a quantitative, non-experimental and transectional approach and a post-hoc design was carried out, in which 1558 first-year students of the Bachelor's degrees in Education from the Catalan and Andorran universities answered to a questionnaire during the 2020-21 academic year. The findings show that, in general, participants show a high self-perception of their teacher digital competence, assessing themselves more competent in ethical aspects, communication and use of digital resources and applications, while they feel less capable in aspects related to pedagogical design, evaluation and the use of digital technologies for learning.
  • Altres:

    Autor segons l'article: Marimon-Marti, Marta; Romeu, Teresa; Usart, Mireia; Sofia Ojando, Elena
    Departament: Pedagogia
    Autor/s de la URV: Usart Rodríguez, Mireia
    Paraules clau: Teacher training Higher education Digital technologies Competence teacher training digital technologies competence
    Resum: The current educational context demands digital competence from teachers as one of the key factors to guide the process of teaching and learning in a digital society. It thus becomes necessary to identify first-year university students' competence, in order to design training that allows its development, not only at an instrumental level, but, above all, with a marked methodological character. The main aim of this research is to analyze and compare in terms of gender and degree, the perception that first-year students of Education in Catalonia and Andorra have about their level of teacher digital competence (TDC), as a means for a formative assessment method that allows future teachers to reflect on the development of this competence. A descriptive and comparative analysis with a quantitative, non-experimental and transectional approach and a post-hoc design was carried out, in which 1558 first-year students of the Bachelor's degrees in Education from the Catalan and Andorran universities answered to a questionnaire during the 2020-21 academic year. The findings show that, in general, participants show a high self-perception of their teacher digital competence, assessing themselves more competent in ethical aspects, communication and use of digital resources and applications, while they feel less capable in aspects related to pedagogical design, evaluation and the use of digital technologies for learning.
    Àrees temàtiques: Revistas de ciencias de la educación Pedagogical & educational research Education & educational research Education Educación Educació Ciencias sociales Ciencias de la educación
    Accès a la llicència d'ús: https://creativecommons.org/licenses/by/3.0/es/
    Adreça de correu electrònic de l'autor: mireia.usart@urv.cat
    Identificador de l'autor: 0000-0003-4372-9312
    Data d'alta del registre: 2024-08-10
    Versió de l'article dipositat: info:eu-repo/semantics/publishedVersion
    Enllaç font original: https://revistas.um.es/rie/article/view/501151
    URL Document de llicència: https://repositori.urv.cat/ca/proteccio-de-dades/
    Referència a l'article segons font original: Revista De Investigacion Educativa. 41 (1): 51-67
    Referència de l'ítem segons les normes APA: Marimon-Marti, Marta; Romeu, Teresa; Usart, Mireia; Sofia Ojando, Elena (2023). Analysis of the self-perception of teacher digital competence in initial teacher training. Revista De Investigacion Educativa, 41(1), 51-67. DOI: 10.6018/rie.501151
    DOI de l'article: 10.6018/rie.501151
    Entitat: Universitat Rovira i Virgili
    Any de publicació de la revista: 2023
    Tipus de publicació: Journal Publications
  • Paraules clau:

    Education,Education & Educational Research
    Teacher training
    Higher education
    Digital technologies
    Competence
    teacher training
    digital technologies
    competence
    Revistas de ciencias de la educación
    Pedagogical & educational research
    Education & educational research
    Education
    Educación
    Educació
    Ciencias sociales
    Ciencias de la educación
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