Digital competence of Secondary Education Teachers in initial training: levels of perception and transfer to practice

Abstract

INTRODUCTION. In the current educational system, the integration of Teacher digital competency (TDC) is fundamental and complex due to its multifactorial nature and the level of constant updating that it demands from teachers. Thus, the inclusion of the TDC in educational policies, as part of the teachers’ professional development, contributes to minimizing the digital divide, that directly impacts on the promotion of students’ digital competence. For this reason, this study analyses the perceptions about the TDC presented by the initial training teachers of the Master’s Degree in Teacher Education. METHODS. Thus, to analyse the participants’ perception of TDC, the DigCompEdu Check-In instrument has been adapted for preservice teachers (PST). After that, in order to reveal and contrast the effective transfer carried out, the Master’s Final Reports (MFR) presented by these teachers have been analysed with the ATLAS.ti software, thus offering an overview of the perception and application of the TDC in the teaching and learning of Physics and Chemistry in Secondary Education. RESULTS. The results illustrate generally high and favourable perception values. However, the analysis of the MFR shows that the detected levels of use are below the self-perceived ones. DISCUSSION. Although the levels of perception indicate that PST is considered to have adequate TDC, this is not consistent with implementing their teaching in the formative period in most of the areas and competencies, evidencing the need to influence specific plans for the promotion of TDC already from the initial formation.