Digital Teaching Competence According to the DigCompEdu Framework. Comparative Study in Different Latin American Universities

Autor/inn/en	Cabero-Almenara, Julio; Gutiérrez-Castillo, Juan-Jesús; Barroso-Osuna, Julio; Rodríguez-Palacios, Antonio
Titel	Digital Teaching Competence According to the DigCompEdu Framework. Comparative Study in Different Latin American Universities
Quelle	In: Journal of New Approaches in Educational Research, 12 (2023) 2, S.276-291 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Cabero-Almenara, Julio) ORCID (Gutiérrez-Castillo, Juan-Jesús) ORCID (Barroso-Osuna, Julio) ORCID (Rodríguez-Palacios, Antonio)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Foreign Countries; Technological Literacy; Competence; College Faculty; Electronic Learning; Knowledge Level; Teacher Attitudes; Teacher Education; Information Technology; Teacher Characteristics; Peru; Dominican Republic; Mexico; Chile; Ecuador + Suchen Sie Ihr Suchwort? Ausland; Technisches Wissen; Kompetenz; Fakultät; Wissensbasis; Lehrerverhalten; Lehrerausbildung; Lehrerbildung; Informationstechnologie; Dominikanische Republik; Mexiko
Abstract	The relevance and importance that the topic of Digital Competences for Teachers (DCT) has gained is evident both in the field of training and in research, as can be seen by the increase in the amount of research and meta-analysis carried out on this topic. This article presents the results of an ex post facto research with a cross-sectional research design, based on a descriptive and hypothesis-testing approach. A total of 6,664 teachers from different Latin American universities participated in the self-knowledge they have regarding their Digital Teaching Competence (DTC) according to the DigCompEdu framework of the European Union. Among the results obtained, it is worth noting the intermediate level of digital competences reported by the teachers surveyed, with significant differences with respect to different key variables for their development. Therefore, we conclude by reflecting on the need to establish teacher training plans in this area. (As Provided).
Anmerkungen	University of Alicante. Carretera San Vincente del Raspeig, Alicante, 03690, Spain. Tel: +34-96-590-3721; Fax: +35-96-590-3464; e-mail: editor.naerjournal@ua.es; Web site: https://naerjournal.ua.es
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01