The Digital Gender Gap in Teacher Education: The TPACK Framework for the 21st Century

Abstract

The main goal of this research is to explore whether there are any differences by gender regarding the Digital Competence of Teachers (DCT), both in-training and in-service. Simultaneously, the specific goals of the research are to analyse which are the methodologies, including technological, that are being implemented in university classrooms and to evaluate possible new interventions to reduce the digital gender gap. This study is exploratory and descriptive. It relies upon three instruments that have been validated by experts: a questionnaire to collect teachers’ in-training perception, a second questionnaire to show in-service teachers’ perception regarding their knowledge of technologies, and a rubric to analyse in-service teachers’ self-perception regarding methodologies that employ technology. Over three academic years, data were collected from a sample of 914 trainee teachers and 194 professors from several Spanish universities. The results show that, concerning the teaching task, compared to men, the female participants have a very poor self-perception in terms of their Digital Teaching Competence, as well as a lower predisposition towards technologies. We conclude by emphasising the need to transform teaching methodologies in initial teacher education by means of the correct inclusion of ICT tools.

A New TPACK Training Model for Tackling the Ongoing Challenges of COVID-19

“…Furthermore, in pre-service teacher-student training TPACK framework provides methodologies and tools such as questionnaires, rubrics, and expert judgments, to identify teacher digital competencies [41]. Besides, TPACK guidelines measure the impacts of teaching experiences and gender-based perceptions over technology incorporation practices [35].…”

Tendencias en la investigación sobre la formación docente en tecnologías de la información y la comunicación: un análisis bibliométrico.

“…Además, la evolución de la producción científica sobre la formación docente y las TIC permite justificar desde un análisis bibliométrico la existencia de ámbitos inherentes a los descriptores. El análisis de tendencias investigativas revelan que: a) Las TIC contribuyen a automatizar procesos en los diferentes ámbitos de la ciencia (Bakhov et al, 2021), b) Existe tendencia en analizar las experiencias de capacitación por usar tecnologías educativas modernas en actividades para la formación del profesorado, c) Se revela la necesidad de transformar las metodologías de enseñanza de la formación del profesorado mediante las herramientas TIC, considerando la existencia de posibles diferencias de género (Gomez-Trigueros & de Aldecoa, 2021).…”

Design and Validation of t-MOOC for the Development of the Digital Competence of Non-University Teachers

“…For the acquisition of these DTC, different competence frameworks have been proposed at the institutional level, such as: "International Society for Technology in Education" [9] for teachers, Unesco ICT competence for teachers, that of the Ministry of Education of Colombia and Chile; that have been analyzed through different works [10][11][12][13][14]. In our context, the one proposed by the European Union and called the "European Framework for Digital Competence of Teachers" or DigCompEdu (European Framework for the Digital Competence of Educators: DigCompEdu) [5,15] is gaining significance.…”