Articles producció científica> Pedagogia

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

  • Datos identificativos

    Identificador: imarina:9291931
    Autores:
    Marimon-Marti, MartaRomeu, TeresaUsart, MireiaSofia Ojando, Elena
    Resumen:
    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.
  • Otros:

    Autor según el artículo: Marimon-Marti, Marta; Romeu, Teresa; Usart, Mireia; Sofia Ojando, Elena
    Departamento: Pedagogia
    Autor/es de la URV: Usart Rodríguez, Mireia
    Palabras clave: Teacher training Higher education Digital technologies Competence teacher training digital technologies competence
    Resumen: 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.
    Áreas temáticas: Revistas de ciencias de la educación Pedagogical & educational research Education & educational research Education Educación Educació Ciencias sociales Ciencias de la educación
    Acceso a la licencia de uso: https://creativecommons.org/licenses/by/3.0/es/
    Direcció de correo del autor: mireia.usart@urv.cat
    Identificador del autor: 0000-0003-4372-9312
    Fecha de alta del registro: 2024-08-10
    Versión del articulo depositado: info:eu-repo/semantics/publishedVersion
    Enlace a la fuente original: https://revistas.um.es/rie/article/view/501151
    URL Documento de licencia: https://repositori.urv.cat/ca/proteccio-de-dades/
    Referencia al articulo segun fuente origial: Revista De Investigacion Educativa. 41 (1): 51-67
    Referencia 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 del artículo: 10.6018/rie.501151
    Entidad: Universitat Rovira i Virgili
    Año de publicación de la revista: 2023
    Tipo de publicación: Journal Publications
  • Palabras clave:

    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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