Formación del Profesorado Universitario en la Competencia Digital

Cabezas, Adiela Ruiz; Domínguez, María Castañar Medina; Navío, Eufrasio Pérez; Rivilla, Antonio María Medina

doi:10.12795/pixelbit.74676

Cited by 33 publications

(27 citation statements)

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“…As future lines of research, the replication of this study should be conducted in other university contexts in order to achieve broader levels of agreement on the reliability and validity of the instrument [68]. At the same time, it would be advisable to work on the creation of new instruments with two directions:…”

Section: Analysis and Resultsmentioning

confidence: 99%

Development of the Teacher Digital Competence Validation of DigCompEdu Check-In Questionnaire in the University Context of Andalusia (Spain)

et al. 2020

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We are currently witnessing a moment in history in which sustainable education practices are being principally modified by the proliferation of technologies and their wider use in every level of society, which makes necessary their integration into education contexts. This is found in the crosshairs of different institutions, which propose a series of competency frameworks, such as DigCompEdu. This framework provides suggestions for the competences that educators should be trained on under pedagogic-didactic criteria. The present work intends to measure the reliability and validity of the questionnaire DigCompEdu Check-In with the participation of 2262 professors from different public Andalusian universities. The known-groups method was utilized to elucidate if the tool is able or not to discriminate different variables of interest between known groups. The study reveals that the instrument has high indices of reliability, globally, and in the different dimensions that comprise it. Furthermore, it verifies that the instrument is sufficiently robust to discriminate the subjects who are clearly differentiated by variables related with technology. Along this line, the recommendation is given to continue working on the creation of new instruments focused on the mastery of this competency.

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Section: Analysis and Resultsmentioning

confidence: 99%

Development of the Teacher Digital Competence Validation of DigCompEdu Check-In Questionnaire in the University Context of Andalusia (Spain)

et al. 2020

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“…Nevertheless, most studies have found significant differences in digital competence between men and women, for example, women seem to be less competent [35], but some researchers do not find differences [20,[44][45][46][47].…”

Section: Discussionmentioning

confidence: 99%

“…This also includes female teachers [37]. Nevertheless, not all studies have found these differences in digital competence when analysing the variable of gender [18,20,44], even with teachers in training [45,46]. In this sense, [47] found that men and women do not differ much in their online skills.…”

Section: Introductionmentioning

confidence: 99%

Digital Competence and Gender: Teachers in Training. A Case Study

et al. 2020

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The ICTs are simultaneously an important tool and subject in teacher training. It, therefore, follows that digital competence is fundamental and constitutes a significant educational challenge, particularly the digital divide or gap by gender. The aim is to identify and analyze self-perceptions of digital skills, and the possible relationship of these to gender, in first-year university students taking a degree in primary education teacher training at a Spanish faculty of education. This is a descriptive study using ex-post-facto method and collecting data from a questionnaire administered for four consecutive years to the above-mentioned subjects. The results revealed gender differences in the students’ reported perceptions. Men were more likely to perceive themselves as competent in the use of ICTs, reporting better information management and online collaboration skills using digital media. Besides, they made more use of computers as their sole device for browsing, downloading, and streaming and felt more confident about solving problems with devices. In contrast, women reported making more use of mobile phones and were more familiar with social media and aspects related to image and text processing and graphic design.

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“…We have set up a group of methods, tasks, didactic interactions events and integral development network (RIAICES, 2020), that account for the necessary work and evaluation on the dialogic principle and intercultural understanding of participants. These are reflected in didactic interaction perspectives newly developed by groups, communities and settings open to complexity [71,64,65]. These tools represent intelligent contexts and new environments where the eco-training, cultural dialogue and sustainable ecology are concretely developed with total emotional harmony and deep empathy (24)Medina Domínguez, 2015).…”

Section: Discussionmentioning

confidence: 99%

“…We applied a mixed quantitative and qualitative approach in our study in line with previously published studies like those of [64,65,67,33,6]. The present study is focussing on the validity and reliability of data, with a specific analysis of intercultural understanding and development and the needs for research linked to teachers' profession.…”

Section: Methodsmentioning

confidence: 99%

Teachers’ Training in the Intercultural Dialogue and Understanding: focussing on the Education for a Sustainable Development

Garrido¹,

Ruiz-Cabezas²,

Domínguez³

et al. 2020

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The present research is embedded in the professional development and research line and in the needs of secondary education and first-year university teachers. We focussed on evidencing the importance of teachers’ professional training to include some specific adaptation and skills in intercultural dialogue and understanding -often called Intercultural Competence- because of its direct impact on the sustainable development of human beings, groups, and ecosystems. We investigated the role played by each of the main competencies linked to the following intercultural dimensions: Professional Identity, Ethics and Axiology, Methodology, and Inclusive Education. We used an integrated methodology and a cross-study of data, performed after the obtention of a three-cornered evaluation of results collected in focus groups, interviews, and questionnaires. We were able to show the impact of intercultural dialogue and understanding in the education for a sustainable development pattern. This is fundamental to set up a new ecology of forms, knowledge, attitudes, and educational meanings, further used to update teachers and students’ training in sustainable ecology and cultural diversity. Progress made in these complementary competencies -Professional Identity, Ethics and Axiology, Methodology- were appraised by teachers participating in the present study; the latter showing an increased interest and demand for the intercultural competence, after increasing their proficiency in the other complementary competencies.

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Formación del Profesorado Universitario en la Competencia Digital

Cited by 33 publications

References 0 publications

Development of the Teacher Digital Competence Validation of DigCompEdu Check-In Questionnaire in the University Context of Andalusia (Spain)

Development of the Teacher Digital Competence Validation of DigCompEdu Check-In Questionnaire in the University Context of Andalusia (Spain)

Digital Competence and Gender: Teachers in Training. A Case Study

Teachers’ Training in the Intercultural Dialogue and Understanding: focussing on the Education for a Sustainable Development

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