Abstract
Education developed in the virtual context becomes remote today both because of the distance in which school groups are served far from the city, as well as the distance that teachers and students have to reach technological resources to educate and educate themselves, and the resources that affect a higher quality digital education. In this sense, it is understood that digital skills are essential to generate relevant, comprehensive, inclusive and cooperative virtual educational methodologies, especially during the pandemic, which requires mastery of teaching techniques and mastery of these digital skills. The objective was to determine the causality of digital competencies on the teacher teaching profile. The methodology developed was quantitative, causal, correlational and transactional. The sample consisted of 200 active teachers in Basic Education from a Latin American city. These developed their teaching during the onset of the pandemic (2020) until the middle of the year 2021. The variables were evaluated with Likert-type scales. The reports conclude that the scores in digital competencies present moderate intensity of causality and correlation on the teaching profile of those evaluated. Similar effects were found from digital skills on the cognitive and affective characteristics of the profile, although there are common causal effects on motivation. It is suggested to include other variables in a multi-causal analysis, considering vulnerable contexts in evaluating teachers and their execution during the pandemic.
Highlights
Quality teaching performance or performance has been stereotyped with teacher training models based on learning by competencies from theoretical perspectives based on complex thinking, knowledge management and human talent, considering its transversal implication in intelligent organizations
From a more prospective model, this educational conception has already changed over time in various European, Asian and even North American contexts, shifting this perspective of the university curriculum towards the conception of global competencies [2, 27] and advanced digital skills, proposals from DigComp and DigCompEdu of the European Community [8, 9, 23]
It can be determined that digital competencies are influential on the teaching profile of the teachers evaluated as part of the sample
Summary
Quality teaching performance or performance has been stereotyped with teacher training models based on learning by competencies from theoretical perspectives based on complex thinking, knowledge management and human talent, considering its transversal implication in intelligent organizations. This educational model has been reflected in contemporary teachers, implemented through a professional profile under the competence development model. The model based on digital competencies increases the educational profiles of teachers in contexts in which the pandemic has hit economically and socially?. More than USD 160,000 million in the world [28] has been invested in Latin American countries still relegated with the support against the pandemic by SARS-COv-n2 [Covid-19]. There are weaknesses in developing global competencies for using modern tools in up to 30% of the Latin American population, even though 50%
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