Teacher profiles in a context of digital transformation at school

Abstract

INTRODUCTION. The figure of the teacher has a fundamental role in the integration of ICT in schools. The elaboration of teaching profiles has been used in educational research on the pedagogical use of digital technologies. However, there is not yet an explanatory theoretical model that unites all the factors and variables. A model that allows the implementation of ICT integration strategies in the classrooms and which is focused on the needs and characteristics of the teaching staff. This research identifies the different teacher profiles and provides evidence on factors that influence the way in which the different technologies are used in the teaching practice. METHOD. A longitudinal investigation was carried out with a multiple case study using the semi-structured interview as the main method of data collection and the constant comparison procedure of the Grounded Theory as a technique for data analysis. In this study, four Pre-Primary and Primary Education schools have participated together with a team of ICT coordinators, teachers, management staff, families and ICT advisors (n=57). RESULTS. The study concludes with an explanatory theoretical model composed of four profiles of teachers, regarding their use of technologies in the classroom: reluctant, apprentices, managers and e-innovators. DISCUSSION. The most important factors in the implementation of technologies in the teaching practice are identified −which also coincide with other studies. These are the following: digital teaching competence, inservice teacher education, attitudes towards ICT, self-perception and self-confidence, collaboration with expert ITC staff or the perceived pressure in the school context.