Browsing by Subject "self-perception"

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    Autopercepciones y perfiles en dos áreas de competencias digitales en el profesorado de Educación Infantil de Andalucía
    (Servicio de Publicaciones. Universidad de Murcia, 2025) León Garrido, Antonio; Gutiérrez-Castillo, Juan Jesús; Romero Tena, Rosalía; Sin departamento asociado
    The paradoxes of today’s society, access to information and communication, as well as the creation of content, the responsible use of digital tools, and the development of computational thinking require an adequate process of digital literacy and acquisition of digital skills that begins from the Early Childhood Education stage. The purpose of this study is, on the one hand, to examine the self-perceptions of Early Childhood Education teachers in Andalusia (Spain) regarding digital pedagogy, the development of digital competence in students, and their own level of digital competence; and, on the other hand, to identify the variables that may influence the acquisition of such competence. To this end, an ex post facto methodology was designed, based on a descriptive approach and ANOVA inferential analysis to study significant differences. The DigCompEdu Check-in questionnaire was applied to a sample of 8881 teachers. The results indicate that Early Childhood Education teachers perceive themselves to be less competent in the use of digital technologies in deciding how, when and why to integrate them into the classroom. However, they considers himself more competent when it comes to motivating students using technologies. From this, the need for specific, safe and collaborative training is concluded where technology must be coherently integrated into the curriculum.
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    Validation of a Questionnaire on Work and Learning Habits for Future Professionals: Exploring Personal learning Environments
    (2016) Prendes-Espinosa, Mª Paz; Castañeda-Quintero, Linda; Solano-Fernández, Isabel; Roig-Vila, Rosabel; Aguiar-Perera, Mª Victoria; Serrano-Sánchez, José Luis; Didáctica y Organización Escolar
    This article describes the entire process of validating the data collection instrument of the CAPPLE project. The validation of the instrument (an online survey) aims to ensure the reliability, validity, relevance and functionality of the collection process. Hence, a validation method based on three complementary procedures has been chosen: expert judgement by eight experts in three consecutive rounds; a round of cognitive interviews with 24 subjects on 10 critical items, and a pilot study with 400 invited subjects, of which 224 are considered the final sample. Following the completion of the three methods described, we get an instrument that meets the validation criteria, configured by four basic dimensions (self-perception, information management, management of the learning process and communication) and that could be considered as a very useful tool in the study of Personal Learning Environments of university students.