Assessing the digital competence of educators in social studies: An analysis in initial teacher training using the TPACK-21 model

Abstract

Fostering the digital competence of educators is a key aspect that can be addressed in initial teacher training. The TPACK model (Mishra & Koehler, 2006) can be complemented with an approach that takes the Digital Competence of Educators framework (Redecker & Punie, 2017) and 21st century competences into account. This study analysed the practical utility of this conceptual model, and the effectiveness of a teaching intervention in a university setting, during two academic years, with social studies secondary education prospective teachers. Using a quantitative approach and the TPACK-21 questionnaire (Valtonen et al., 2017), the study examined the starting point and evolution of the participants. Results indicate the adequacy of the framework and instrument used and favourable progress towards competence after the assessment of seven factors. Although pre-service teachers showed a low degree of confidence regarding their capabilities of integrating technological with pedagogical and content knowledge, especially in three of the components, this obstacle was overcome after the intervention. It is possible to conclude that the pedagogical and conceptual orientation of the teaching proposal has shown a positive effect, evidencing the effectiveness of a comprehensive approach capable of adapting to the specificity and challenges of social studies education. Implications for practice or policy: • Pre-service teachers can benefit from an approach that integrates the TPACK model in social studies education. • Instructors can inform their teaching practice by incorporating the Digital Competence of Educators framework (Redecker & Punie, 2017) and 21st century competences in initial teacher training. • Teacher educators can provide prospective teachers with tools that can help develop their technological pedagogical content knowledge.