Development of Digital Teaching Competence

Pilot Experience and Validation through Expert Judgment

Bibliographic Data

ID22048544
AuthorsJuan Jesús Gutiérrez-Castillo (0000-0002-3215-8959, Universidad de Sevilla), Antonio Palacios-Rodríguez (0000-0002-0689-6317, Universidad de Sevilla, corresponding author), Lorena Martín Párraga (0000-0002-2406-0708, Universidad de Sevilla), Manuel Serrano-Hidalgo (0000-0003-1029-7066, Universidad de Sevilla)
Year2023
Volume13
Issue1
Pages52
Publication date2023-01-03
Peer ReviewedYes
Open AccessYes
TypeARTICLE
VenueEducation Sciences (JOURNAL)
Journal identifiersISSN: 2227-7102 • E-ISSN: 2227-7102
PublisherMDPI AG (PUBLISHER • IT)
DOI10.3390/educsci13010052
OpenAlexW4313585684
LanguageEN
Citations received6
References cited21

The development of digital teaching competence is one of the fundamental requirements of what is known as the “knowledge society”. With the aim of evaluating, from an expert point of view, the design of a training itinerary oriented to the training development of non-university teachers under the t-MOOC architecture for the improvement of digital teaching competence (DTC), the following quantitative research is presented. For this purpose, a quantitative validation design was established using the expert judgement technique. To measure the level of the expert coefficient, the expert competence (K) index was calculated for a random sample of 292 subjects participating in the study: teachers belonging to preschool and primary schools in the Andalusian community. The responses of those experts who scored ≥0.8 on the external competence index were then selected. The results demonstrate the validity of the tool produced (T-MOOC) as well as the uniformity of the criteria of the experts participating in the evaluation. Consequently, the necessary structuring of personalised training plans supported by reference models is discussed

Judgement · Knowledge management · Mathematics education · Structuring · Computer Science · Digital literacy in education · E-Learning and Knowledge Management · Educational Innovations and Technology · Psychology

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Open DOIOpen Access