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