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Title: Assessing teachers' digital competence in primary and secondary education: Applying a new instrument to integrate pedagogical and professional elements for digital education
Authors: Tzafilkou, Katerina
Perifanou, Maria
Economides, Anastasios A
Type: Article
Subjects: FRASCATI::Social sciences::Educational sciences
FRASCATI::Natural sciences::Computer and information sciences
FRASCATI::Social sciences::Media and communications
FRASCATI::Social sciences::Educational sciences::Education, general (including: training, pedagogy,didactics)
Keywords: Digital competence
Digital education
Digital school
Digital skills
Digital teaching
Information literacy
teachers' digital competence
teachers' digital skills
educators' digital competence
educators' digital skills
Teachers’ professional development
teachers' training
Issue Date: 5-May-2023
Publisher: Springer
Source: Education and information technologies
First Page: 1
Last Page: 24
Abstract: Teachers' digital competence (DC) is an important condition for the effective application of technology in education. Although several DC tools have been designed, adjustments to digital education and pedagogical or professional components are still scarce. Therefore, this study aims at developing a new instrument for assessing teachers' DC regarding their pedagogical and professional activities in the context of digital school and digital education. The study also examines the teachers' total DC scores and explores the differences between teacher profiles on a sample of 845 teachers in primary and secondary education in Greece. The final instrument comprises 20 items allocated in six components: 1) Teaching preparation; 2) Teaching delivery & students' support; 3) Teaching evaluation & revision; 4) Professional development; 5) School's development; and 6) Innovating education. The PLS-SEM analysis indicated the validity and reliability of the model in respect to its factorial structure, internal consistency, convergence validity, and model fitness. The results revealed DC inefficiency among teachers in Greece. Primary school teachers reported significantly lower scores in Professional development and Teaching delivery & students support. Female teachers reported significantly lower scores in Innovating education and School's development, but they reported higher scores in Professional development. The contribution and practical implications are discussed in the paper.
ISSN: 1360-2357
Other Identifiers: 10.1007/s10639-023-11848-9
Appears in Collections:Department of Economics

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