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

13Citations
Citations of this article
75Readers
Mendeley users who have this article in their library.

This article is free to access.

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.

Cite

CITATION STYLE

APA

Cabero-Almenara, J., Gutiérrez-Castillo, J. J., Barroso-Osuna, J., & Rodríguez-Palacios, A. (2023). Digital Teaching Competence According to the DigCompEdu Framework. Comparative Study in Different Latin American Universities. Journal of New Approaches in Educational Research, 12(2), 276–291. https://doi.org/10.7821/naer.2023.7.1452

Register to see more suggestions

Mendeley helps you to discover research relevant for your work.

Already have an account?

Save time finding and organizing research with Mendeley

Sign up for free