Professional Development of English Language Teachers in Ecuador: Teachers’ Digital Competences for the Hybrid Education

Abstract

This work aims to socialize an educational intervention to strengthen the digital skills of primary education teachers in the province of Manabí in Ecuador. It resorts to the socio-criticism paradigm and a mixed research approach to study the variable digital competencies of English language teachers from Manabí, Ecuador. The main instrument used is the European Digital Competences Framework, adjusted to the cultural conditions of Ecuador in formats of interviews and contextualized observation. The results show the participants' self-assessment of digital competence, the presentation of an educational intervention aimed at strengthening digital competence, and the observations of the changes in the participants' performance in digital competencies. It concludes that the participants managed to improve digital competence through a training process using educational platforms and computer applications for the planning and execution of school activities.