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Validity Evidence Regarding the Use of DigCompEdu as a Self-Reflection Tool: The Case of Hungarian Teacher Educators

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Title: Validity Evidence Regarding the Use of DigCompEdu as a Self-Reflection Tool: The Case of Hungarian Teacher Educators
Language: English
Authors: László Horváth (ORCID 0000-0003-0003-1045), Tibor M. Pintér, Helga Misley, Ida Dringó-Horváth
Source: Education and Information Technologies. 2025 30(1):1-34.
Availability: Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
Peer Reviewed: Y
Page Count: 34
Publication Date: 2025
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Foreign Countries, Teacher Educators, Preservice Teacher Education, Digital Literacy, Technology Integration, Reflective Teaching, Computer Assisted Instruction, Validated Programs, Reliability, Self Evaluation (Individuals), Teacher Competency Testing, Age, Technological Literacy, Learner Engagement
Geographic Terms: Hungary
DOI: 10.1007/s10639-024-12914-6
ISSN: 1360-2357
1573-7608
Abstract: Digital competence is crucial for technology integration in education, with teacher educators playing a vital role in preparing student teachers for digitalized environments. In our conceptualization of teachers' digital competence (TDC), we emphasize its embeddedness in a professional context. The Digital Competence for Educators (DigCompEdu) framework aligns with this understanding, yet research focusing on teacher educators is limited. To address this gap, we followed a quantitative research strategy to explore different sources of validity evidence for the DigCompEdu in a small, non-representative Hungarian teacher-educator sample (N = 183) via an online questionnaire. Our study, regarding the DigCompEdu as a measure of TDC, aims to (1) establish validity evidence based on internal structure concerns via Partial Least Squares structural equation modelling to evaluate the validity and reliability of the tool, (2) compare TDC self-categorization with test results to provide validity evidence based on the consequences of testing, and (3) explore validity evidence based on relationships of TDC with other variables such as age, technological, and pedagogical competence. Our findings reveal a significant mediating effect of professional engagement on teacher educators' ability to support student teachers' digital competence development. Despite the sample's limitation, this study contributes to refining the DigCompEdu framework and highlights the importance of professional engagement in fostering digital competence among teacher educators.
Abstractor: As Provided
Entry Date: 2025
Accession Number: EJ1457857
Database: ERIC
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  Data: Validity Evidence Regarding the Use of DigCompEdu as a Self-Reflection Tool: The Case of Hungarian Teacher Educators
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  Data: <searchLink fieldCode="AR" term="%22László+Horváth%22">László Horváth</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0003-0003-1045">0000-0003-0003-1045</externalLink>)<br /><searchLink fieldCode="AR" term="%22Tibor+M%2E+Pintér%22">Tibor M. Pintér</searchLink><br /><searchLink fieldCode="AR" term="%22Helga+Misley%22">Helga Misley</searchLink><br /><searchLink fieldCode="AR" term="%22Ida+Dringó-Horváth%22">Ida Dringó-Horváth</searchLink>
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  Data: Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
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  Data: <searchLink fieldCode="DE" term="%22Hungary%22">Hungary</searchLink>
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  Data: 10.1007/s10639-024-12914-6
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  Data: Digital competence is crucial for technology integration in education, with teacher educators playing a vital role in preparing student teachers for digitalized environments. In our conceptualization of teachers' digital competence (TDC), we emphasize its embeddedness in a professional context. The Digital Competence for Educators (DigCompEdu) framework aligns with this understanding, yet research focusing on teacher educators is limited. To address this gap, we followed a quantitative research strategy to explore different sources of validity evidence for the DigCompEdu in a small, non-representative Hungarian teacher-educator sample (N = 183) via an online questionnaire. Our study, regarding the DigCompEdu as a measure of TDC, aims to (1) establish validity evidence based on internal structure concerns via Partial Least Squares structural equation modelling to evaluate the validity and reliability of the tool, (2) compare TDC self-categorization with test results to provide validity evidence based on the consequences of testing, and (3) explore validity evidence based on relationships of TDC with other variables such as age, technological, and pedagogical competence. Our findings reveal a significant mediating effect of professional engagement on teacher educators' ability to support student teachers' digital competence development. Despite the sample's limitation, this study contributes to refining the DigCompEdu framework and highlights the importance of professional engagement in fostering digital competence among teacher educators.
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      – SubjectFull: Foreign Countries
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