Validación de una herramienta para medir la Competencia Digital Docente del profesorado de educación Secundaria en formación inicial

Ramon Palau; Gabriela Fretes; Jordi Mogas; Mireia Usart

doi:10.30827/relieve.v29i2.25317

Autores

Ramon Palau Rovira i Virgili University, Spain
Gabriela Fretes Rovira i Virgili University, Spain https://orcid.org/0000-0002-8395-7945
Jordi Mogas Rovira i Virgili University (URV) and International University of Valencia (VIU), Spain https://orcid.org/0000-0003-3385-5534
Mireia Usart Rovira i Virgili University, Spain https://orcid.org/0000-0003-4372-9312

DOI:

https://doi.org/10.30827/relieve.v29i2.25317

Palavras-chave:

Competência digital docente, Validação de questionário, Ensino secundário, Docência, Formação de professores do ensino secundário

Resumo

A utilização das tecnologias da informação e da comunicação (TIC) após a pandemia tornou-se ainda mais importante. Existe uma consciência crescente da necessidade de fomentar a aquisição da Competência Digital Docente (CDD) e também a sua avaliação. Foram feitas tentativas para medir e avaliar a CDD com diferentes instrumentos, mas ainda não existe uma ferramenta específica para a medir em professores do ensino secundário em formação inicial. O objetivo deste trabalho é validar um instrumento para avaliar objetivamente os conhecimentos da CDD dos futuros professores do ensino secundário. Neste trabalho, adapta-se e valida-se a ferramenta COMDID-C existente, utilizada com futuros professores. O instrumento foi adaptado ao contexto do ensino secundário, com a participação de 21 peritos na matéria. Numa fase piloto, 667 professores de ensino secundário em formação fizeram o teste. Embora a análise de fiabilidade tenha produzido resultados do alfa ordinal que indicam que os fatores não têm uma boa consistência interna, tal pode ser explicado análise ter sido realizada com base em pares de perguntas aleatórias, não tendo sido possível estabelecer qualquer outro sistema de equivalência para a sua análise. Em todo o caso, e tendo em conta a consistência interna, pode-se constatar que o instrumento mantém uma estrutura comparável à do instrumento antecessor. Esta ferramenta permitirá conhecer a CDD dos futuros professores e permitirá refletir sobre o nível, tanto de partida como de saída, da sua formação e, com base nestes dados, conceber e adequar os planos de formação para uma melhor aquisição desta competência.

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Biografia do Autor

Ramon Palau, Rovira i Virgili University, Spain

Ramon Palau holds a PhD in Educational Technology and currently works as a researcher in the research group ARGET (Applied Research Group in Education and Technology) at the Universitat Rovira i Virgili, and as a lecturer and academic coordinator of the Master's Degree in Teaching at the same university. His lines of research are around digital competence in teaching, intelligent learning spaces and applications of technology in education (email: ramon.palau@urv.cat).

Gabriela Fretes, Rovira i Virgili University, Spain

Gabriela Fretes Torruella is a PhD student in Educational Technology at the Universitat Rovira i Virgili (URV). Previously, she completed the Master in Education and ICT (UOC) and is a psychologist and psychopedagogue. She currently lives in Chile and works as a teacher development coordinator at the Universidad del Desarrollo. Her research lines are intelligent learning environments, the influence of environmental variables on teaching, and digital competence in teaching (gabriela.fretes@estudiants.urv.cat).

Jordi Mogas, Rovira i Virgili University (URV) and International University of Valencia (VIU), Spain

Jordi Mogas Recalde holds a PhD in Educational Technology and a Bachelor’s in Information and Documentation with mention in information systems management. He is a lecturer at the Department of Pedagogy at the Universitat Rovira i Virgili – URV, and in the studies of Education at the Valencian International University – VIU. He belongs to ARGET (Applied Research Group in Education and Technology) and his main research lines are: Smart Learning Environments, Virtual Learning Environments and Self-Regulated Learning (email: joppcc@gmail.com).

Mireia Usart, Rovira i Virgili University, Spain

Mireia Usart is Lecturer in Research Methods at the Department of Pedagogy at the Rovira i Virgili University (URV). Degree in Physics (University of Barcelona), certificate of pedagogical aptitude in mathematics (Polytechnic University of Catalonia), Master and Doctorate in Education and ICT (Open University of Catalonia). She is a member of the research group ARGET since 2018. She is the academic coordinator of the inter-university master's in educational technology, and has directed doctoral theses in the field of educational robotics. She has also participated as a researcher in numerous European and Spanish R+D+i projects since 2011. She is currently leading an international research project (MindGAP, LCF/PR/SR19/52540001), funded by the La Caixa Foundation, on the digital divide of gender in education in Spain (email: mireia.usart@urv.cat).

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