Evolution of the perception of digital competence in university teacher training after emergency remote teaching

Abstract

Since COVID-19, the integration of digital tools and skills in higher education is already a reality in all countries. The aim of this study is to analyse the perception of teachers (n = 88) and students (n = 487) – of the Degrees in Early Childhood and Primary Education and Master of teacher training of a public university in Madrid – on the evolution of their digital competence, in general, and of the different competence areas, both before and during the emergency remote teaching. For this purpose, we rely on the well-known Common Framework of Digital Competence in Teaching of the National Institute of Educational Technologies and Teacher Training (INTEF). Using a quantitative methodology and an ad hoc questionnaire validated by experts, a descriptive, correlational and inferential analysis of the variables was carried out. The results show in both profiles the availability of sufficient digital resources to face this modality, a significant increase in the self-perception of this competence, highlighting greater development in the following areas: Communication and Collaboration, Creation of digital content and Security. They also show dissatisfaction with the virtual modality due to the excessive workload and the continuous training required. This study helps to rethink the curricula of future teachers and the training plans of university faculty on the necessary digital competence today.