Preprint Article Version 1 Preserved in Portico This version is not peer-reviewed

Secondary School Teachers' Self-Perception of Digital Teaching Competence in Spain Following COVID-19 Confinement

Version 1 : Received: 28 June 2021 / Approved: 1 July 2021 / Online: 1 July 2021 (11:06:33 CEST)

How to cite: Prieto-Ballester, J.; Revuelta-Domínguez, F.; Pedrera-Rodríguez, M. Secondary School Teachers' Self-Perception of Digital Teaching Competence in Spain Following COVID-19 Confinement. Preprints 2021, 2021070010 (doi: 10.20944/preprints202107.0010.v1). Prieto-Ballester, J.; Revuelta-Domínguez, F.; Pedrera-Rodríguez, M. Secondary School Teachers' Self-Perception of Digital Teaching Competence in Spain Following COVID-19 Confinement. Preprints 2021, 2021070010 (doi: 10.20944/preprints202107.0010.v1).

Abstract

The education system has become even more complex following the global pandemic, which saw face-to-face teaching transition to virtual teaching. To cope with this abrupt transition, it is essential that teachers had a sufficient level of digital teaching competence. This article aims to increase awareness of teachers' self-perception of their digital teaching competences in the educational field. Specifically, this study explores Spanish secondary school teachers’ knowledge and use of different ICT tools by evaluating their competence based on different areas proposed by The National Institute of Technology and Professional Development (Instituto Nacional de Tecnologías Educativas y de Formación del Profesorado, INTEF), Madrid, Spain. From the results of the questionnaires, we have determined that teachers consider themselves to have an upper intermediate level of digital teaching competence, although there are still shortcomings that need to be addressed in order to improve this level of competence, and its true integration in the teaching–learning process.

Subject Areas

digital teaching competence; information and communication technology; blended-learning; COVID-19.

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