Self-Perception and Training Perceptions on Teacher Digital Competence (TDC) in Spanish and French University Students

Abstract

The purpose of this research is, on the one hand, to analyze the self-perception of future teachers of childhood education and primary education, and those studying for a master’s degree in secondary education teacher training on their Teacher Digital Competence (TDC), as well as the potential influence of gender, country and university institution of origin in their representations. On the other hand, it seeks to analyze the perception of future teachers on the TDC of their university trainers (formative perception). In accordance with these aims, a quantitative methodology of a non-experimental nature and of a prospective cross-sectional ex post facto approach has been used. A total of 428 students from two Spanish universities and from a French university agreed to participate in the research. The results report a positive and differential self-perception by gender of the TDC acquired and unfavorable perceptions of the digital competences of their teachers. These results confirm the need to improve the technological-manipulative and didactic training of university teachers, and to adapt the teaching competences to the demands of the Information and Communication Society (ICS) and to the guidelines of the Common Digital Competence Framework.

Analysis of digital competence of educators (DigCompEdu) in teacher trainees: the context of Melilla, Spain

“…The results point to the need for more, improved training in digital competence (Escudero et al, 2019 ; Ortega-Sánchez et al, 2020 ; Rojo-Ramos et al, 2020 ). In the case of Melilla, digital competence could focus on socio-economically disadvantaged contexts given that, if used wisely, the cost of technology could be minimised (Attewell, 2015 ; Gkamas et al, 2017 ; Maher & Twining, 2017 ).…”

“…Similar studies to assess the digital competence of teachers have been performed in various contexts (Escudero et al, 2019 ; Ortega-Sánchez et al, 2020 ; Rojo-Ramos et al, 2020 ). This study was performed in a complex educational context which has one of the lowest scores in Europe according to the PISA 2015 and other educational reports (Spanish Ministry of Education, Culture and Sport [MECD], 2017).…”

“…This makes the responses dependent on each individual’s self-assessment. The study analyses teacher trainees’ level of self-assessment (Fernández, 2010 ; Nuere & Díaz-Obregón, 2018 ) of their own digital competence based on the CDCFT, the Spanish adaptation of the DigCompEdu (Escudero et al, 2019 ; Ortega-Sánchez et al, 2020 ; Rojo-Ramos et al, 2020 ). The participants in this study were all teachers in training pursuing either a BA in Early Childhood Education, a BA in Primary Education, or an MA in Secondary Education at the Faculty of Education and Sports Sciences at the University of Granada Campus in Melilla.…”

Digital Competences of Students of Library Studies: Comparison of Research Results for 2018–2020

“…Research into students' digital competences is now commonplace [23][24][25]. There are several ways to approach this; one can encounter test-based or practice-oriented tasks as well as self-assessment [26][27][28]. Digital competences can be thought of as transferable competences [12].…”

Software GeoGebra en la mejora de capacidades resolutivas de problemas de figuras geométricas bidimensionales en universitarios

“…El abordaje de la variable 'resolución de problemas de figuras geométricas bidimensionales´ que se propone en esta investigación, responde a la inquietud que se manifiesta en el poco rendimiento que muestran los estudiantes universitarios desde su ingreso a sus carreras profesionales. Esta situación problemática, que vincula aspectos que van desde la aptitud de los estudiantes (Mason, 2003;Stenberg et al, 2010) hasta evidentes carencias en habilidades digitales para la enseñanza en muchos docentes (Manco-Chavez et al, 2020;Ocaña-Fernández et al, 2020), especialmente en el área de matemática (Kim et al, 2017;Ortega-Sánchez et al, 2020), son el reflejo de una débil formación básica, evidenciado en los resultados del Programa para la Evaluación Internacional de Estudiantes (PISA) (Benavides et al, 2014) en el cual Perú ocupa niveles bajos en el ranking internacional. Este preocupante escenario, al trasladarse al nivel educativo superior, empuja a la búsqueda de estrategias que faciliten la transmisión y aprehensión de las competencias mínimas de promoción estudiantil en su formación profesional.…”