Teachers' digital competences in higher education in Portugal and Spain.
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| Title: | Teachers' digital competences in higher education in Portugal and Spain. |
|---|---|
| Authors: | Dias-Trindade, Sara1,2 sdtrindade@letras.up.pt, Moreira, José António2,3, Huertas, Juan Gabriel García4, Pintado, Pablo Garrido5, Miguel, Ana Mas4 |
| Source: | Contemporary Educational Technology. Oct2023, Vol. 15 Issue 4, p1-12. 12p. |
| Subject Terms: | *Courseware, *College teachers, *Higher education, *Teachers, Portuguese people, Digital storytelling, Virtual communities |
| Geographic Terms: | Portugal, Spain |
| Abstract: | The potential of DTIC has brought new and emerging challenges to teachers, making it essential to acquire digital competences, especially in virtual learning environments and online technologies. In this sense, based on the DigCompEdu CheckIn self-assessment questionnaire, validated for the Portuguese population by earlier studies, this research aims to identify the most fragile and robust areas of digital competences of Portuguese and Spanish university teachers. The quantitative methodological approach emphasizes teachers' perception of their digital competences in three dimensions: teachers' professional competences, teachers' pedagogical competences and students' competences and involved 347 teachers from Portugal and Spain. The results show that teachers of the two institutions have an overall moderate level of digital proficiency--level B1 and B2--and that the differences encountered between Portuguese and Spanish teachers (for example, Portuguese teachers have level A2 in area 4--assessment--, while Spanish teachers are already at level B2) highlight the need to invest in specific training that may address specific frailties, and therefore allow for the promotion of their digital competences. Results relating to teaching experience and age show that there is no direct relation between either factor or being digitally competent. Regarding gender, results reveal that men had slightly better results than women. Overall, what the results show is the need for teachers to increase the level of digital competence through specific training, prepared according to the specificities of each institution, and the importance of developing public policies that prepare teachers for a more digital education. [ABSTRACT FROM AUTHOR] |
| Copyright of Contemporary Educational Technology is the property of Bastas Publications and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
| FullText | Links: – Type: pdflink Text: Availability: 0 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 173428876 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Teachers' digital competences in higher education in Portugal and Spain. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Dias-Trindade%2C+Sara%22">Dias-Trindade, Sara</searchLink><relatesTo>1,2</relatesTo><i> sdtrindade@letras.up.pt</i><br /><searchLink fieldCode="AR" term="%22Moreira%2C+José+António%22">Moreira, José António</searchLink><relatesTo>2,3</relatesTo><br /><searchLink fieldCode="AR" term="%22Huertas%2C+Juan+Gabriel+García%22">Huertas, Juan Gabriel García</searchLink><relatesTo>4</relatesTo><br /><searchLink fieldCode="AR" term="%22Pintado%2C+Pablo+Garrido%22">Pintado, Pablo Garrido</searchLink><relatesTo>5</relatesTo><br /><searchLink fieldCode="AR" term="%22Miguel%2C+Ana+Mas%22">Miguel, Ana Mas</searchLink><relatesTo>4</relatesTo> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Contemporary+Educational+Technology%22">Contemporary Educational Technology</searchLink>. Oct2023, Vol. 15 Issue 4, p1-12. 12p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Courseware%22">Courseware</searchLink><br />*<searchLink fieldCode="DE" term="%22College+teachers%22">College teachers</searchLink><br />*<searchLink fieldCode="DE" term="%22Higher+education%22">Higher education</searchLink><br />*<searchLink fieldCode="DE" term="%22Teachers%22">Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Portuguese+people%22">Portuguese people</searchLink><br /><searchLink fieldCode="DE" term="%22Digital+storytelling%22">Digital storytelling</searchLink><br /><searchLink fieldCode="DE" term="%22Virtual+communities%22">Virtual communities</searchLink> – Name: SubjectGeographic Label: Geographic Terms Group: Su Data: <searchLink fieldCode="DE" term="%22Portugal%22">Portugal</searchLink><br /><searchLink fieldCode="DE" term="%22Spain%22">Spain</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: The potential of DTIC has brought new and emerging challenges to teachers, making it essential to acquire digital competences, especially in virtual learning environments and online technologies. In this sense, based on the DigCompEdu CheckIn self-assessment questionnaire, validated for the Portuguese population by earlier studies, this research aims to identify the most fragile and robust areas of digital competences of Portuguese and Spanish university teachers. The quantitative methodological approach emphasizes teachers' perception of their digital competences in three dimensions: teachers' professional competences, teachers' pedagogical competences and students' competences and involved 347 teachers from Portugal and Spain. The results show that teachers of the two institutions have an overall moderate level of digital proficiency--level B1 and B2--and that the differences encountered between Portuguese and Spanish teachers (for example, Portuguese teachers have level A2 in area 4--assessment--, while Spanish teachers are already at level B2) highlight the need to invest in specific training that may address specific frailties, and therefore allow for the promotion of their digital competences. Results relating to teaching experience and age show that there is no direct relation between either factor or being digitally competent. Regarding gender, results reveal that men had slightly better results than women. Overall, what the results show is the need for teachers to increase the level of digital competence through specific training, prepared according to the specificities of each institution, and the importance of developing public policies that prepare teachers for a more digital education. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Contemporary Educational Technology is the property of Bastas Publications and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
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| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.30935/cedtech/13604 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 12 StartPage: 1 Subjects: – SubjectFull: Courseware Type: general – SubjectFull: College teachers Type: general – SubjectFull: Higher education Type: general – SubjectFull: Teachers Type: general – SubjectFull: Portuguese people Type: general – SubjectFull: Digital storytelling Type: general – SubjectFull: Virtual communities Type: general – SubjectFull: Portugal Type: general – SubjectFull: Spain Type: general Titles: – TitleFull: Teachers' digital competences in higher education in Portugal and Spain. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Dias-Trindade, Sara – PersonEntity: Name: NameFull: Moreira, José António – PersonEntity: Name: NameFull: Huertas, Juan Gabriel García – PersonEntity: Name: NameFull: Pintado, Pablo Garrido – PersonEntity: Name: NameFull: Miguel, Ana Mas IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 10 Text: Oct2023 Type: published Y: 2023 Identifiers: – Type: issn-print Value: 1309517X Numbering: – Type: volume Value: 15 – Type: issue Value: 4 Titles: – TitleFull: Contemporary Educational Technology Type: main |
| ResultId | 1 |
