Abstract
Existing measures of teachers’ ICT-related competences and competence beliefs vary broadly across studies. This systematic review provides a summary of competence dimensions and assigned competences across different theoretical conceptualizations of teacher competence regarding ICT use, both basic and professional pedagogical competence. Guided by this summary, existing measures of teacher competence-related beliefs about ICT use are reviewed, described, and compared. A total of 45 studies published between 2016 and early 2021 are included in this rapid systematic review (databases: ERIC, ScienceDirect, tandfonline). Across all included studies, teachers’ competence-related beliefs about ICT use were assessed in 49 different ways. The majority of measures were designed to assess competence-related beliefs about professional pedagogical ICT use (n = 46) rather than competence-related beliefs about basic ICT use (n = 25). In addition to the large variability of assessed competence dimensions and assigned competences across the reviewed instruments, the labels used, the theoretical background, and the number of items used in the measures also vary. Thus, our systematic review points to a high diversity of measures of teachers’ competence-related beliefs about ICT use.
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