Perfiles digitales del profesorado en España: Competencia Digital Docente y uso de la tecnología

Identificador:  TDX:4536

Handle: https://hdl.handle.net/20.500.11797/TDX4536

Autors:  Verdú Pina, María

Resum:
Despite the progressive integration of digital technologies (DT) in the classrooms in recent decades, there has not yet been a significant transformation in their use at the methodological level. Until now, little research has focused on the study of the level of teacher digital competence (TDC) of practising teachers at non-university levels in Spain, and even less on the relationship between this competence and the educational use of DT. The aim of this doctoral thesis is to carry out a diagnosis of the TDC of pre-school, primary and secondary school teachers in Spain and the educational use of DT, as well as to study the relationship between competence and use and the possible influence of other variables. The methodology used was quantitative with a non-experimental survey design. In total, 1399 responses were obtained from teachers from different regions of Spain. A descriptive and correlational analysis of TDC and the educational use of DT was carried out, as well as a cluster analysis to identify different teacher profiles. Overall, teachers perceived themselves to be between intermediate and expert levels in the different dimensions of TDC, and the educational use of DT was more frequent for teaching planning than for teaching and learning with students. From the cluster analysis, four teaching profiles were obtained in which a close relationship is observed between the level of TDC and the type and frequency of use of DT. When analysing these profiles according to the variables of gender, age, teaching experience and educational level of teaching, significant differences are found between them, suggesting the existence of various inequalities. Finally, based on these results, a series of recommendations are presented to guide future training actions aimed at practising teachers.