Assessment of high school teachers on their digital competences

IF 0.4 Q4 EDUCATION & EDUCATIONAL RESEARCH

Magis-Revista Internacional de Investigacion en Educacion Pub Date : 2020-07-01 DOI:10.11144/JAVERIANA.M13.AHST

Sara Dias-Trindade, J. Moreira

引用次数: 7

Abstract

Digital Technologies’ potential has brought new challenges to teachers, making it essential to acquire digital competences that will allow them to effectively use those technologies. The aim of this research is to assess the Portuguese high school teachers’ digital competence level. The quantitative methodology used emphasises the teachers’ perception of their digital competences in three focal dimensions: teachers’ professional and pedagogic competences and learners’ competences. The findings show that teachers’ digital competence level is moderate; the dimensions with the lowest values are “teachers’ pedagogic competences” and “learners’ competences”. Subdimensions Assessment, Empowering Learners and Facilitating Learners’ Digital Competence are the weakest.

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高中教师数字能力评估

数字技术的潜力给教师带来了新的挑战，因此必须获得数字能力，使他们能够有效地使用这些技术。本研究旨在评估葡萄牙高中教师的数字能力水平。所使用的定量方法强调了教师对其数字能力的三个焦点维度的感知：教师的专业和教学能力以及学习者的能力。研究结果表明，教师的数字化能力水平中等；价值最低的维度是“教师的教学能力”和“学习者的能力”。次维度评估、授权学习者和促进学习者的数字能力是最弱的。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Magis-Revista Internacional de Investigacion en Educacion EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

1.60

自引率

0.00%

发文量

审稿时长

48 weeks

期刊介绍： The journal takes as an essential part the promotion of the good practices of educational investigation in the country and in the region, by means of the presentation and analysis of epistemologies, perspectives and methodological designs, reflections theoretical and results of excellent investigations in the education. It focuses its different declarations in the good teaching, didactic practices and of educational management, so much the way in which these practices are a declaration of integral formation of those who carry out them, they face them and study them, as the disposition of the pupil to achieve its integral formation and its meeting with himself itself propitiated by the accompaniment of the teacher across the dialogue. magis, International Journal of Research in Education, besides being a space for discussion on the prospects of research in education and a way to disseminate results and research approaches, is conceived as an academic space of mediation in the qualification of the research capital of the region. magis is a biannual digital publication with a rejection rate of 80%.