The impact of initial and in-service training on secondary school teachers' digital competence

Abstract

The study of teachers' technological skills is a multidimensional phenomenon whose analysis is fundamental for a better understanding of current training processes. Based on this premise, this article focuses on exploring the level of digital competence of active secondary education teachers, focusing the research on variables related to their initial training (original qualification, enabling qualification, other qualifications) and continuous training (previous digital training). Using descriptive and inferential techniques, a total of 674 subjects were analysed, using the "DigCompEdu Check-In" tool as an instrument. The results show that, in general, teachers have an intermediate digital competence in the different dimensions and that the enabling qualification (namely having a Master's degree in Secondary Education) has a significant impact on the level of technological skills. Likewise, those with more than one qualification and those who have completed ICT training show higher levels of skill. Finally, teachers perceive themselves to have a lower level of digital skills than they actually do, showing the need to generate strategies for a better match between teachers' perception and their performance in digital matters.