La competencia digital docente en la práctica y la formación docenteun estudio comparativo entre Burgos y Bragança

Laburpena

Technology has significantly transformed the world we live in, altering communication and relationships, work, environmental interaction, and knowledge acquisition. As a result of these changes, education has also adapted to the new reality. Therefore, teaching has undergone significant changes to adapt to current needs, with technology emerging as a primary tool in education. If optimised, technology can improve the teaching-learning process. Additionally, teachers are responsible for training students to become citizens adapted to our technological society and to be digitally competent. Teachers are required to be trained in information and communication technologies, as well as emerging technologies such as Virtual Reality, Augmented Reality, and Mixed Reality. This has resulted from changes in society and education. The concept of Digital Teaching Competence has emerged. This competence is crucial in the initial and ongoing training of teachers to fully utilise the potential of new technologies in enhancing learning environments. The aim of this doctoral thesis is to provide a comparative analysis of teachers in Burgos and Bragança, as well as future teachers studying at the University of Burgos or the Polytechnic Institute of Bragança. The study will focus on the Digital Teaching Competences available to teachers across different educational stages, from early childhood education to post-compulsory education. Quantitative research was conducted to achieve the objective. The main tool used was the DigCompEdu Check-In questionnaire for teachers, and its adapted version for future teachers. The results indicated similar levels of Digital Teaching Competence among the participating teachers in both cities, as well as among the future teachers of the two universities under study. In both cases, active teachers and future teachers exhibit deficiencies in certain areas of Digital Teaching Competence. These shortcomings should be addressed by the entities responsible for initial and in-service teacher training. Finally, the research identifies several proposals to mitigate the observed shortcomings, as well as ideas for future research.