Self-perception of digital competence in teachers: Variations after confinement

ABSTRACT

The year 2020 will be remembered as the year in which a human, health, social and economic tragedy was experienced as a result of the COVID-19 virus. Education faced a scenario not experienced before and like the rest of society it was doomed to severe confinement. The confinement was followed by a partial reincorporation of the students and in both scenarios digital technology played a fundamental role. The formative work was forced to adopt digital methodologies with the urgency that the situation required and the teaching staff had to adapt as they go. Bimodality, synchronous education, online classes are now common terms that accompany the complex teaching work. The study that we present analyzes the starting point of Spanish and European teachers regarding attitudes and training levels in ICT, as well as the possible variations after the outbreak of the pandemic. For this, the data collected in the Teaching And Learning International Study, TALIS 2018, regarding the use of Information and Communication Technologies, have been compared, together with the data provided by the Digital Education Action Plan 2021-2027 by through the Open Public Consultation. It can be concluded that although the teachers, before COVID-19 crisis, had high participation levels on ICT training, they did not value the need to be trained with the same recognition as once the pandemic began. Even so, we propose the need for a pedagogical approach in digital training that goes beyond technical learning by proposing didactic strategies that allow the equidistance between face-to-face and virtual training. © 2021 Univ Nacional de Educacion a Distancia (UNED). All rights reserved.