Impact of an intervention program to foster future teachers’ digital competence: a case study

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https://doi.org/10.25267/Hachetetepe.2023.i26.1205

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1205
Published: 30-03-2023
PlumX

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Abstract

Digitally competent population increase is fundamental to promote inclusive and sustainable social development. Offering training that makes it possible must be a priority that the University must address urgently, especially the faculties of education, since its graduates will be in charge of training students of all stages and contexts. Research that illustrates how to approach this training is scarce and, although the design of conceptual models such as The European Framework for the Digital Competence of Educators DigCompEdu (Redecker, 2017) is a great step, it is necessary to carry out studies that accompany it with a pedagogy proposal that makes it possible to implement. For this, it is important to implement intervention programs and analyse its impact on initial teacher training, this being the objective of this research article; specifically, through a mixed exploratory study of repeated measures. After the intervention, the results show a statistically significant increase in the digital competence of the subjects, especially in the competence area of ​​DigCompEdu: pedagogical competences of educators.

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Díaz Pino, A. A. (2023). Impact of an intervention program to foster future teachers’ digital competence: a case study. Hachetetepé. Scientific Journal of Education and Communication, (26), 1205. https://doi.org/10.25267/Hachetetepe.2023.i26.1205

Author Biography

Alejandra Alexia Díaz Pino, CES Don Bosco / Universidad Complutense de Madrid

She Is a Senior Lecturer in Education and leads the Degree in Pedagogy at the Don Bosco Center for University Studies (University Complutense of Madrid- affiliated). Her research delves into the opportunities and challenges of preservice teachers training in digital competence, entrepreneurship, and leadership. Currently, he combines his work at the University with professional development and permanent teacher training.

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