Articles producció científica> Pedagogia

Validation of a tool for self-evaluating teacher digital competence

  • Datos identificativos

    Identificador: imarina:9138885
    Autores:
    Usart Rodriguez, MireiaLazaro Cantabrana, Jose LuisGisbert Cervera, Merce
    Resumen:
    © 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 th
  • Otros:

    Autor según el artículo: Usart Rodriguez, Mireia; Lazaro Cantabrana, Jose Luis; Gisbert Cervera, Merce
    Departamento: Pedagogia
    e-ISSN: 2174-5374
    Autor/es de la URV: Gisbert Cervera, Maria Mercedes / Lázaro Cantabrana, José Luis / Usart Rodríguez, Mireia / Viteri Vera, María Del Pilar
    Palabras clave: Technological literacy Teacher training Student teacher evaluation Self evaluation (individuals) Educational technology
    Resumen: © 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.
    Áreas temáticas: Revistas de ciencias de la educación Pedagogical & educational research Education & educational research Education Educación Educació Educação Ciencias sociales Ciencias de la educación
    Acceso a la licencia de uso: https://creativecommons.org/licenses/by/3.0/es/
    ISSN: 1139-613X
    Direcció de correo del autor: mireia.usart@urv.cat 0 merce.gisbert@urv.cat joseluis.lazaro@urv.cat
    Identificador del autor: 0000-0003-4372-9312 0000-0002-8330-1495 0000-0001-9689-603X
    Fecha de alta del registro: 2024-08-10
    Versión del articulo depositado: info:eu-repo/semantics/publishedVersion
    Enlace a la fuente original: http://revistas.uned.es/index.php/educacionXX1/article/view/27080
    URL Documento de licencia: https://repositori.urv.cat/ca/proteccio-de-dades/
    Referencia al articulo segun fuente origial: Educacion Xx1. 24 (1): 353-373
    Referencia de l'ítem segons les normes APA: Usart Rodriguez, Mireia; Lazaro Cantabrana, Jose Luis; Gisbert Cervera, Merce (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
    DOI del artículo: https://doi.org/10.5944/educxx1.27080
    Entidad: Universitat Rovira i Virgili
    Año de publicación de la revista: 2021
    Tipo de publicación: Journal Publications
  • Palabras clave:

    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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