Digital competence of teachers in terms of content creation: self-perception of teachers in educational-scientific training in Galicia (Spain)

Abstract

The current health emergency, caused by the SARS-CoV-2 virus, has presented teachers at all levels of education with the challenge of online education, which, in many cases, has meant redesigning the teaching and learning process. In this context, teachers have had to develop, in record time, the necessary skills to continue teaching. Within this framework, a study has been presented on the self-perception a group of teachers in initial training in Galicia (Spain) have about their level of digital teaching competence, in general, and about their knowledge as professionals capable of creating educational digital content. For this purpose, an ad hoc questionnaire was developed, based on the Common Framework for Digital Competence in Teaching and the international frameworks of the International Society for Technology Education (ISTE) and the United Nations Educational, Scientific and Cultural Organization (UNESCO), with the participation of students linked to educational-scientific subjects in the Early Childhood Education and Primary Education degrees at the University of Vigo during the academic year 2019-2020. The results of the study show a medium-low level in “digital competence” and in the sub-competence of “content creation”. In contrast, there is a very positive attitude towards the educational use of information and communication technologies (ICT). Furthermore, the results indicate that personal circumstances such as gender, age and the educational level of the subject’s mother may influence the future teachers’ perception of their knowledge, skills and attitudes towards ICT and the creation of digital content.