Please use this identifier to cite or link to this item:
http://hdl.handle.net/10662/20275
Title: | Secondary school teachers self-perception of digital teaching competence in Spain following COVID-19 confinement. |
Authors: | Prieto Ballester, Jorge Manuel Revuelta Domínguez, Francisco Ignacio Pedrera Rodríguez, María Inmaculada |
Keywords: | Digital teaching competence;Blended-learning;Information and communication technology;Competencias digitales;Competencia digital docente;Tecnología de la información y la comunicación;Aprendizaje semipresencial;COVID-19;Emergency remote teaching;Enseñanza a distancia de emergencia |
Issue Date: | 2021 |
Publisher: | MDPI |
Abstract: | The education system has become even more complex following the global pandemic, which saw face-to-face teaching transition to virtual teaching. To cope with this abrupt transition, it is essential that teachers have a sufficient level of digital teaching competence. This article aims to increase awareness of teachers’ self-perception of their digital teaching competences in the educational field. Specifically, this study explores Spanish secondary school teachers’ knowledge and use of different ICT tools by evaluating their competence based on different areas proposed by The National Institute of Technology and Professional Development (Instituto Nacional de Tecnologías Educativas y de Formación del Profesorado, INTEF), Madrid, Spain. From the results of the questionnaires, we have determined that teachers consider themselves to have an upper intermediate level of digital teaching competence, although there are still shortcomings that need to be addressed in order to improve this level of competence, and its true integration in the teaching–learning process. |
URI: | http://hdl.handle.net/10662/20275 |
DOI: | 10.3390/educsci11080407 |
Appears in Collections: | DCEDU - Artículos DDCSL - Artículos DIEEA - Artículos |
Files in This Item:
File | Description | Size | Format | |
---|---|---|---|---|
educsci11080407.pdf | 441,24 kB | Adobe PDF | View/Open |
This item is licensed under a Creative Commons License