Self-Perception and Training Perceptions on Teacher Digital Competence (TDC) in Spanish and French University Students

Delfín Ortega-Sánchez,Carlos Pérez-González,Marc Trestini,Isabel María Gómez-Trigueros

doi:10.3390/mti4040074

Delfín Ortega-Sánchez, Carlos Pérez-González + Show 2 more

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https://doi.org/10.3390/mti4040074

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Abstract

The purpose of this research is, on the one hand, to analyze the self-perception of future teachers of childhood education and primary education, and those studying for a master’s degree in secondary education teacher training on their Teacher Digital Competence (TDC), as well as the potential influence of gender, country and university institution of origin in their representations. On the other hand, it seeks to analyze the perception of future teachers on the TDC of their university trainers (formative perception). In accordance with these aims, a quantitative methodology of a non-experimental nature and of a prospective cross-sectional ex post facto approach has been used. A total of 428 students from two Spanish universities and from a French university agreed to participate in the research. The results report a positive and differential self-perception by gender of the TDC acquired and unfavorable perceptions of the digital competences of their teachers. These results confirm the need to improve the technological-manipulative and didactic training of university teachers, and to adapt the teaching competences to the demands of the Information and Communication Society (ICS) and to the guidelines of the Common Digital Competence Framework.

Highlights

The Information and Communication Society (ICS) has led to important transformations in the field of education, generating new models and methodologies of teaching and learning (E-Learning) with technology at all educational levels
The results obtained in items C5 and C6 (M ≥ 4.10; SD ≤ 0.783) confirm that the students’ perception of their Teacher Digital Competence (TDC) is positive, highlighting the special importance given to teacher training (Table 3)
This work is contrary to the results obtained in the research of Guillén-Gámez, Lugones, and Mayorga-Fernández [32], which concludes that future teachers of foreign languages, in this case, reach a medium-low level in digital teaching skills

Summary

Introduction

The Information and Communication Society (ICS) has led to important transformations in the field of education, generating new models and methodologies of teaching and learning (E-Learning) with technology at all educational levels. Technologies (ICTs) has not been enough to promote a real and deep change [1]. In this sense, the involvement of all agents involved in educational processes is still demanded, paying special attention to the role of teachers and their digital competence [2], which is essential in the operational and effective implementation of technological resources in the classroom. ICTs have allowed the emergence of new models of teaching–learning processes where the teacher is no longer the protagonist of the process but guides the student in learning skills [3]. Its inclusion has favored the promotion of a new paradigm in education that requires the development and acquisition of digital competences and skills by future teachers [4].

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