LA COMPETENCIA DIGITAL DOCENTE: UN ESTUDIO EN LA FORMACIÓN INICIAL DEL PROFESORADO DE EDUCACIÓN PRIMARIA.
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| Title: | LA COMPETENCIA DIGITAL DOCENTE: UN ESTUDIO EN LA FORMACIÓN INICIAL DEL PROFESORADO DE EDUCACIÓN PRIMARIA. |
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| Alternate Title: | Digital competence in teachers: A study in pre-service primary education teacher training. Compétence numérique chez les enseignants: Une étude en formation initiale des enseignants du premier degré. |
| Authors: | AZNAR-DÍAZ, INMACULADA1, FERNÁNDEZ-MARTÍN, FRANCISCO D.1, DEL PILAR CÁCERES-RECHE, MARÍA1, AYLLÓN-SALAS, PATRICIA1 patriay@ugr.es |
| Source: | Bordón: Journal of Education / Revista de Pedagogía. ene-mar2026, Vol. 78 Issue 1, p173-189. 17p. |
| Subject Terms: | *Teacher training, *Student teachers, *Educational technology, *Digital literacy, *Professional education, *Primary education |
| Abstract (English): | INTRODUCTION. The integration of technology in education has undergone rapid and substantial growth, resulting in significant transformations in the teaching-learning process. Consequently, the skills, abilities, and behaviors that comprise digital competence, defined as have become imperative for ensuring quality education. Notwithstanding the significance of digital competence in contemporary educational practice, studies persistently underscore the necessity for interventions in this domain, owing to the inadequate levels of digital competence exhibited by teachers. The objective of this study was to assess the digital competence level of pre-service teachers enrolled in the primary education program in the Andalusian autonomous community, with a focus on identifying the prevalent challenges and difficulties. METHOD. The study sample comprised 2617 university students enrolled in the primary education teacher training who completed the "DigCompEdu Check-In" questionnaire, designed to assess adaptability to university life. RESULTS. The results indicated that students enrolled in the primary education program at Andalusian universities exhibited a low level of digital competence, with the areas requiring the most improvement being those related to professional engagement (i.e., organizational communication, professional collaboration, reflective practice, and digital training) and digital resources (i.e., selection competences and digital literacy), as well as those related to the utilization of digital resources. DISCUSSION. Digital competence in teaching has the potential to transform education, promoting meaningful learning. This is why it is necessary to ensure high quality training that prepares the teachers of the present and the future. It is therefore recommended that this study serve as a guide for the incorporation of these competencies in university curricula. This would guarantee high-quality training that prepares teachers for the present and the future. [ABSTRACT FROM AUTHOR] |
| Abstract (Spanish): | INTRODUCCIÓN. La integración de la tecnología en el ámbito educativo ha experimentado un crecimiento sin precedentes, impulsando profundas transformaciones en el proceso de enseñanza-aprendizaje. Como resultado, las habilidades, destrezas y comportamientos que conforman la competencia digital se han vuelto fundamentales para asegurar una educación de calidad. A pesar de la importancia de la competencia digital en la práctica educativa actual, los estudios continúan señalando la necesidad de realizar intervenciones en este ámbito debido a los bajos niveles de competencia digital que presentan los docentes. Por tanto, el objetivo de este estudio fue evaluar el nivel de competencia digital de los maestros en formación del grado en educación primaria en la comunidad autónoma de Andalucía, identificando las principales problemáticas y dificultades. MÉTODO. La muestra estuvo formada por 2617 estudiantes universitarios del grado en educación primaria que cumplimentaron la Adaptación a Alumnado Universitario del Grado en Educación Primaria del Cuestionario "DigCompEdu Check-In". RESULTADOS. Los resultados mostraron que el alumnado del grado en educación primaria de las universidades andaluzas presenta un bajo nivel de competencia digital, siendo las áreas más necesitadas de mejora aquellas relacionadas con el compromiso profesional (i.e., comunicación organizacional, colaboración profesional, práctica reflexiva y formación digital) y los recursos digitales (i.e., competencias de selección, creación y modificación, y administración, intercambio y protección). Asimismo, se encontraron diferencias en el nivel de competencia digital de los participantes en función de su universidad de procedencia, curso, edad y sexo, así como en las diferentes fortalezas y áreas de mejora. DISCUSIÓN. En consecuencia, se espera que este trabajo pueda servir de guía para la incorporación de estas competencias en los planes de estudio universitarios, garantizando una formación de alta calidad que prepare a los docentes del presente y del futuro. [ABSTRACT FROM AUTHOR] |
| Abstract (French): | INTRODUCTION. L'intégration de la technologie dans l'éducation a connu une croissance rapide et substantielle, entraînant des transformations significatives dans le processus d'enseignement-apprentissage. Par conséquent, les compétences, aptitudes et comportements qui composent la compétence numérique, définie comme [partie manquante dans l'original], sont devenus impératifs pour garantir une éducation de qualité. Malgré l'importance de la compétence numérique dans la pratique éducative contemporaine, les études soulignent de manière persistante la nécessité d'interventions dans ce domaine, en raison des niveaux inadéquats de compétence numérique affichés par les enseignants. L'objectif de cette étude était d'évaluer le niveau de compétence numérique des enseignants en formation inscrits au programme de formation des enseignants du premier degré dans la communauté autonome andalouse, en se concentrant sur l'identification des défis et difficultés prévalents. MÉTHODE. L'échantillon de l'étude comprenait 2617 étudiants universitaires inscrits à la formation des enseignants du premier degré qui ont complété le questionnaire « DigCompEdu Check-In », conçu pour évaluer l'adaptabilité à la vie universitaire. RÉSULTATS. Les résultats indiquaient que les étudiants inscrits au programme de formation des enseignants du premier degré dans les universités andalouses présentaient un faible niveau de compétence numérique, les domaines nécessitant le plus d'amélioration étant ceux liés à l'engagement professionnel (c.-à-d., communication organisationnelle, collaboration professionnelle, pratique réflexive et formation numérique) et aux ressources numériques (c.-à-d., compétences de sélection et littératie numérique), ainsi que ceux liés à l'utilisation des ressources numériques. DISCUSSION. La compétence numérique en enseignement a le potentiel de transformer l'éducation, en favorisant un apprentissage significatif. C'est pourquoi il est nécessaire de garantir une formation de haute qualité qui prépare les enseignants du présent et de l'avenir. Il est donc recommandé que cette étude serve de guide pour l'incorporation de ces compétences dans les programmes universitaires. Cela garantirait une formation de haute qualité préparant les enseignants pour le présent et l'avenir. [ABSTRACT FROM AUTHOR] |
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| Database: | Education Research Complete |
| Abstract: | INTRODUCTION. The integration of technology in education has undergone rapid and substantial growth, resulting in significant transformations in the teaching-learning process. Consequently, the skills, abilities, and behaviors that comprise digital competence, defined as have become imperative for ensuring quality education. Notwithstanding the significance of digital competence in contemporary educational practice, studies persistently underscore the necessity for interventions in this domain, owing to the inadequate levels of digital competence exhibited by teachers. The objective of this study was to assess the digital competence level of pre-service teachers enrolled in the primary education program in the Andalusian autonomous community, with a focus on identifying the prevalent challenges and difficulties. METHOD. The study sample comprised 2617 university students enrolled in the primary education teacher training who completed the "DigCompEdu Check-In" questionnaire, designed to assess adaptability to university life. RESULTS. The results indicated that students enrolled in the primary education program at Andalusian universities exhibited a low level of digital competence, with the areas requiring the most improvement being those related to professional engagement (i.e., organizational communication, professional collaboration, reflective practice, and digital training) and digital resources (i.e., selection competences and digital literacy), as well as those related to the utilization of digital resources. DISCUSSION. Digital competence in teaching has the potential to transform education, promoting meaningful learning. This is why it is necessary to ensure high quality training that prepares the teachers of the present and the future. It is therefore recommended that this study serve as a guide for the incorporation of these competencies in university curricula. This would guarantee high-quality training that prepares teachers for the present and the future. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 02105934 |
| DOI: | 10.13042/Bordon.2026.113106 |
