Self-reflection proposal on digital competence for regular primary education teachers: the Selfie For Teachers model

Abstract

Expansion of Digital Information and Communication Technologies (DICT) applied to education requires increasingly prepared educators to interact and produce knowledge, thus avoiding the mere transposition of analogue information to digital. Accordingly, analysis of the digital competence of teachers through self-reflection is a necessity in the face of the contradictions that the 21st century experiences, primarily with the Covid-19 challenges.  The purpose of this study is to analyze the importance of the Selfie for Teachers model in the construction/improvement processes of digital competences of educators in primary education, providing them with a self-reflection on their level of digital skills.  To this end, we opted for the methodological strategy of an exploratory and descriptive study, using bibliographic research on the subject as data source. The article concludes that the theoretical Selfie for Teachers model encourages teachers and suggests, through real-time returns, possibilities to constantly build on and improve their digital competence.