The digital teacher: the influence of initial and in-service training on teachers’ digital competence

Abstract

The digital school poses important challenges for teachers, which require the development of digital pedagogical competences in order to effectively introduce digital technologies in the classroom and in the different dimensions of teaching work. Based on this reality, this paper summarises the main results of an R&D&I project aimed at analysing the development of digital pedagogical competences of early childhood and primary school teachers in the Valencian Community (Spain). The work has used a quantitative, non-experimental, ex post facto approach, following a cross-sectional design, through the application of the DigCompEdu Check-In questionnaire to 331 in-service teachers. The results suggest that having received initial and/or in-service training in technology has an impact on the level of digital competence of teachers in all dimensions. These findings point to the need to promote this type of training in the different contexts of teachers’ professional development.