Factor structure and psychometric properties of the digital competence of educators among Chinese primary and secondary school teachers

Li, Wei; Chen, Anni; Zhang, Jindong; Fu, Weidong

doi:10.1007/s12144-024-05865-1

Cited by 4 publications

References 79 publications

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Bridging the Digital Competence Gap: A Comparative Study of Preservice and In-Service Teachers in Lebanon Using the DigCompEdu Framework

Momdjian,

Manegre,

Gutiérrez-Colón

2024

Tech Know Learn

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This study investigates the digital competence levels of Lebanese preservice and in-service teachers using the European Framework for the Digital Competence of Educators (DigCompEdu). The research aims to explore the existing gap in digital competence between these two groups through a cross-sectional descriptive survey, involving 170 in-service teachers and 194 preservice teachers from various undergraduate teacher training programs in Lebanon. The findings reveal significant differences between in-service and preservice teachers in all six competence areas and no significant difference per subject areas, with in-service teachers demonstrating higher overall digital competence compared to preservice teachers. The study draws attention to the need for improved practical training and targeted interventions in teacher education programs to better prepare preservice teachers for the digital demands of modern classrooms. The findings have implications for policy and practice, particularly in enhancing teacher training programs to meet the evolving digital needs of education.

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