Repositori URV

Identificador: imarina:9271505

Handle: https://hdl.handle.net/20.500.11797/imarina9271505

Autores:
Gisbert-Cervera, MerceUsart, MireiaLuis Lazaro-Cantabrana, Jose

Resumen:
Teachers must be digitally competent at the beginning of their career. The main aim of this paper is to study whether specific training is necessary to enable pre-service teachers in Catalonia with the required level of teacher digital competence (TDC). Three cases are discussed. In the first case, TDC is self-assessed among first-year pre-service teachers (N = 1166). In the second, TDC is assessed among second year pre-service teachers who received specific training (N = 33). The third case measures TDC among third-year, pre-service teachers without any specific training in TDC (N = 151). Results reveal that pre-service teachers who are given specific training in TDC get better scores in the assessment compared to those who do not receive training. Practical implications on formative assessment emerge: specific training in TDC in higher education curricula must be practical and address methodological aspects of TDC.