Resumen

DIAS-TRINDADE, Sara  y  MOREIRA, José António. Assessment of digital competences and fluency of Elementary and High school teachers in Portugal. Rev. Diálogo Educ. [online]. 2018, vol.18, n.58, pp.624-644.  Epub 06-Feb-2020. ISSN 1981-416X.  https://doi.org/10.7213/1981-416x.18.058.ds02.

This research tries to evaluate the digital competences and fluency of Portuguese teachers, positioning them in a specific level of proficiency and pointing out possible formative responses in function of this. Methodologically, it performs a quantitative approach with an emphasis on the perception of 127 elementary and high school teachers in terms of their digital competences in three core dimensions: professional competences, pedagogic competencies and students’ competences. The results allow inferring that the teachers have, overall, a moderate level of digital proficiency, with the dimensions of pedagogical competencies and students’ competences having the lowest values. It is also verified that competencies that are related to students’ different needs are the ones that present greater weaknesses and that there are no statistically significant differences between the variables “age” and “department” and the level of digital competence. This research tries to evaluate the digital competences and fluency of Portuguese teachers, positioning them in a specific level of proficiency and pointing out possible formative responses in function of this. Methodologically, it performs a quantitative approach with an emphasis on the perception of 127 elementary and high school teachers in terms of their digital competences in three core dimensions: professional competences, pedagogic competences and students’ competences. The results allow inferring that the teachers have, overall, a moderate level of digital proficiency, with the dimensions of pedagogical competences and students’ competences having the lowest values. It is also verified that competences that are related to students’ different needs are the ones that present greater weaknesses and that there are no statistically significant differences between the variables “age” and “department” and the level of digital competence.

Palabras clave : Digital Technologies; Digital Fluency; Digital Competencies; Teacher Training.

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