Digital Competence in the Training of Pre-Service Teachers: Perceptions of Students in the Degrees of Early Childhood Education and Primary Education

Autor/inn/en	Galindo-Domínguez, Héctor; Bezanilla, María José
Titel	Digital Competence in the Training of Pre-Service Teachers: Perceptions of Students in the Degrees of Early Childhood Education and Primary Education
Quelle	In: Journal of Digital Learning in Teacher Education, 37 (2021) 4, S.262-278 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Galindo-Domínguez, Héctor) ORCID (Bezanilla, María José)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2153-2974
DOI	10.1080/21532974.2021.1934757
Schlagwörter	Pedagogical Content Knowledge; Technological Literacy; Knowledge Level; Preservice Teachers; Preservice Teacher Education; Undergraduate Students; Early Childhood Education; Elementary Education; COVID-19; Pandemics; Private Colleges; Public Colleges; Competency Based Education; Foreign Countries; Spain + Suchen Sie Ihr Suchwort? Pädagogische Kompetenz; Technisches Wissen; Wissensbasis; Lehramtsstudiengang; Lehrerausbildung; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Elementarunterricht; Privathochschule; Competence; Competency; Competency-based education; Unterricht; Kompetenzorientierte Methode; Ausland; Spanien
Abstract	The objective of this work was to take a close look at the profile of the digital competence of pre-service early childhood and primary school teachers. To this end, 200 students from Education degrees participated in filling out the "Perceptions Questionnaire on Digital Competence." The results show that future teachers present a medium level of digital competence and have some difficulties with the dimension related to the creation of content. Also, results show how over the years, and sometimes over the courses, the dimensions of teaching digital competence improve significantly. No significant differences were found regarding type of university and gender. These results have important implications for curriculum design and teacher training regarding digital competence development in pre-service teachers. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01