Escala de autoavaliação de competências digitais de professores. Procedimentos de construção e validação

Dias-Trindade, Sara; Moreira, José António; Nunes, Catarina S.

doi:10.17851/1983-3652.12.2.152-171

Cited by 16 publications

(23 citation statements)

References 5 publications

(3 reference statements)

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…As such, from the DigCompEdu CheckIn self-assessment questionnaire validated for the Portuguese population by Dias-Trindade et al (2019), the research presented in this paper aims to identify the most fragile and robust areas of each teacher, based on their perceptions, which allows, a posteriori, each one to invest in adequate training to increase their proficiency level to the desired digital fluency. In addition to giving the individual perception of each teacher's digital competences, it also shows us how they feel regarding work that involves digital technologies in the teaching activity, both in preparation and implementation and in working with students to promote their digital competences.…”

Section: Introductionmentioning

confidence: 99%

“…

…”

mentioning

confidence: 99%

See 1 more Smart Citation

Evaluation of the teachers’ digital competences in primary and secondary education in Portugal with DigCompEdu CheckIn in pandemic times

2021

Self Cite

View full text Add to dashboard Cite

The current pandemic crisis the world is living in has brought new and emerging challenges to teachers, making it essential to acquire digital skills, especially in virtual learning environments and online technologies. In this sense, from the DigCompEdu CheckIn self-assessment questionnaire, validated for the Portuguese population by Dias-Trindade, Moreira, and Nunes (2019), the research presented in this paper aims to identify the most fragile and robust areas of digital skills of primary and secondary education (ISCED) perceived by teachers in Portugal. The quantitative methodological approach emphasizes teachers' perception of their digital skills in three dimensions: teachers’ professional competences, teachers’ pedagogical competences and students' competences and involved 434 teachers from mainland Portugal and the Autonomous Regions. The results allow us to conclude that teachers have an overall moderate level of digital proficiency – level B1 - Integrators – and the dimensions pedagogical competences and students’ competences are those where teachers have more weaknesses than in other levels. From a panorama observed before the onset of the COVID-19 pandemic, it is possible to understand their needs regarding work that involves digital technologies at different moments in the teaching activity. The results thus, show the need for teachers to increase their level of digital competence through specific training and the importance of developing public policies that prepare teachers for a more digital school.

show abstract

Section: Introductionmentioning

confidence: 99%

“…

…”

mentioning

confidence: 99%

Evaluation of the teachers’ digital competences in primary and secondary education in Portugal with DigCompEdu CheckIn in pandemic times

2021

Self Cite

View full text Add to dashboard Cite

show abstract

“…A partir da escala de autoavaliação de competências digitais docentes, preparada pelo EU Science Hub, foi realizada a sua validação para a população portuguesa (Dias-Trindade, Moreira, & Nunes, 2019), para avaliar as competências digitais dos professores em Portugal.…”

Section: O Framework Digcompedu Checkinunclassified

“…• Promoção da Competência Digital dos Estudantes, referente às competências docentes para auxiliar os estudantes a usar tecnologias digitais de forma criativa e responsável. (Dias-Trindade, Moreira, & Nunes, 2019).…”

Section: O Framework Digcompedu Checkinunclassified

“…Assim, mais do que apenas elencar um conjunto de competências, este questionário fornece, também, aos utilizadores, um relatório que dá a conhecer, em função das respostas dadas, sugestões para melhorar as práticas que já desenvolvem. Esta afigura-se como uma mais-valia, uma vez que oferece aos docentes a possibilidade de, não só identificar o nível de competência digital em que se encontram, mas também receber informação concreta sobre a formação a realizar (Dias-Trindade, Moreira, & Nunes, 2019).…”

Section: O Framework Digcompedu Checkinunclassified

See 1 more Smart Citation

Habilidades de enseñanza digital

Dias-Trindade¹,

Ferreira

2020

icono14

Self Cite

View full text Add to dashboard Cite

Hoy vivimos en una era donde lo real y lo virtual están cada vez más entrelazados, pero también donde todavía hay un largo camino por recorrer cuando se trata de integrar tecnologías digitales en entornos educativos. Se argumenta, por lo tanto, que es necesario comprender lo que significa ser digitalmente competente y, sobre todo, darse cuenta de que esta construcción incluye la alfabetización y la fluidez digitales como etapas de un conocimiento en evolución. En este contexto, el cuestionario DigCompEdu CheckIn permite a los profesores identificar su competencia en el uso de tecnologías digitales y sugerir estrategias para superar las dificultades existentes y lograr lo que se puede considerar como fluidez digital, que no solo hace uso de las tecnologías digitales, sino también para comprender cuándo este uso es rentable para lograr los objetivos deseados. Este documento presenta los resultados preliminares de un estudio piloto realizado en una Universidad como un ejemplo de la relevancia de DigCompEdu CheckIn como modelo de autoevaluación para determinar la etapa de competencia digital en la que se encuentran los profesores y cuál es la capacitación adecuada para evolucionar hacia la fluidez digital. Los feedbacks proporcionados por el cuestionario, además de identificar las áreas donde los profesores son más frágiles, proporcionan sugerencias para mejorar, permitiendo el diseño de formación específica que se adapte a las necesidades individuales. Por lo tanto, cada profesor, a su propio ritmo, puede asistir a la formación adecuada, dependiendo de los niveles obtenidos en las seis áreas de competencia del cuestionario.

show abstract

Digital Teacher Training in the Portuguese National Plan for Digital Development at Schools: A Case Study

Carvalhais,

Azevedo

2024

Tech Know Learn

View full text Add to dashboard Cite

Schools have been responding to the ongoing digital transformation, which requires continuous self-reflection and decision-making skills from teachers in the inclusion of new digital technologies in the teaching and learning process. In the present study, descriptive measures were used to understand how 140 teachers, in a school group, perceived their digital competences through the Check-in Questionnaire (Study 1). A school group is a Portuguese organisational unit, constituted by different schools, catering to different age groups, managed by a single director. Study 2 addressed how this specific school group organised teacher training courses, considering the results of Check-in Questionnaire, and the scope of the National Digital Transition Plan. Interviews, in which data content analysis was applied, were undertaken with seven teacher instructors, selected to implement digital training. The results of Study 1 revealed that most teachers are positioned at level 2, an intermediate level, with no differences in age or years of service. In Study 2, instructors revealed that the proficiency level assigned in the Check-in Questionnaire did not always correspond to a teacher’s real digital skills, identifying this as one of the obstacles to achieving the initial training aims. The goal of the training was for these professionals to feel committed to their educational context and understand what is intended in the inclusion of digital skills in the classroom. The relevance of this study relates to the current context, which places education and teachers at the centre of a digital agenda focused on the development of digital skills, thus generating new pedagogical practices, while accompanying the process from the initial assessment to the implementation of training in the National Digital Transition Plan.

show abstract

Escala de autoavaliação de competências digitais de professores. Procedimentos de construção e validação

Cited by 16 publications

References 5 publications

Evaluation of the teachers’ digital competences in primary and secondary education in Portugal with DigCompEdu CheckIn in pandemic times

Evaluation of the teachers’ digital competences in primary and secondary education in Portugal with DigCompEdu CheckIn in pandemic times

Habilidades de enseñanza digital

Digital Teacher Training in the Portuguese National Plan for Digital Development at Schools: A Case Study

Contact Info

Product

Resources

About