Necesidades de formación y referentes de evaluación en torno a la competencia digital docenterevisión sistemática

  1. Betancur Chicué, Viviana 1
  2. García-Valcárcel Muñoz-Repiso, Ana 1
  1. 1 Universidad de Salamanca
    info

    Universidad de Salamanca

    Salamanca, España

    ROR https://ror.org/02f40zc51

Journal:
Fonseca, Journal of Communication

ISSN: 2172-9077

Year of publication: 2022

Issue Title: New technologies for the exercise of specialized communication

Issue: 25

Pages: 133-147

Type: Article

DOI: 10.14201/FJC.29603 DIALNET GOOGLE SCHOLAR lock_openOpen access editor

More publications in: Fonseca, Journal of Communication

Sustainable development goals

Abstract

The study of the level of digital competences in teachers (CDD) has been guided in recent years by references such as the European Framework of Digital Competence of teachers DigCompEdu and its adaptation to the Spanish Common Framework of Digital Competence of Teachers of the INTEF. In this sense, the article seeks to identify the areas of digital competence that the literature refers to with less development in university teachers, as well as the strategies and training needs in this field. To respond to these objectives, a systematic literature review methodology is used, the protocol created is described, the results are presented and the main conclusions are that the area with the least development of CDD is "teaching and learning" ( according to the DigComEdu reference), requiring the implementation of teacher training plans focused on practice and methodological renewal, using agile and flexible formats adjusted to the particular conditions of the teams of teachers.

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Data source: Dialnet