Validation of the TPACK-DGG scale and its implementation to measure self-perception of teacher digital competencies and the digital gender gap in teacher training
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INTRODUCTION. Among the skills that a teacher must possess is digital competence. This is a key skill to be able to participate in the current hyperconnected society of the 21st century. One of the main tasks of teachers is to train citizens for their full social integration. Thus, it becomes essential that teachers have digital skills for quality education, avoiding digital gaps also based on gender. METHOD. The objectives set are two: the first, to validate the TPACK-DGG scale to measure self-perception in teaching digital competencies and the digital gender gap; the second, to analyze the perceptions of self-efficacy of the TPACK-DGG model in future teachers in training. To achieve the first objective, the Panel of Experts and a pilot pilot test were used; For the second objective, the with a sample of 1,059 undergraduate and Master’s degree students. The SPSS v.26 statistical program was used to measure the psychometric properties of the instrument. RESULTS. The results obtained confirm that the TPACKDGG model, created ad hoc and adapted to the Spanish context, has internal consistency, rigor and structural stability to serve as an instrument for measuring digital teaching competencies. Likewise, the persistence of the digital gender gap among teachers in training is confirmed, identified in significant differences between women and men, in two dimensions of the TPACK-DGG model. DISCUSSION. The instrument meets structural stability and internal consistency. The suitability of the TPACK-DGG instrument to measure the dimensions of self-perception in digital teaching competencies and the digital gender gap of future teachers is confirmed. These results emphasize the importance of continuing researching on the persistence of digital gaps in initial teacher training in Spanish faculties.
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