Publication: Pre-service teachers' digital competence in Early Childhood and Primary Education : A systematic review of the literature
Authors
Alastor, Enrique ; Guillén-Gámez, Francisco David ; Ruiz-Palmero, Julio
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Publisher
Universidad de Zaragoza, Asociación Universitaria de Formación del Profesorado (AUFOP)
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DOI
https://doi.org/10.47553/rifop.v39i2.107966
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info:eu-repo/semantics/article
Description
Abstract
La irrupción de las TIC en las aulas como práctica habitual obliga a los futuros maestros a formarse en el uso didáctico de las nuevas tecnologías, así como de adquirir competencias digitales que les permitan ponerlas en práctica. Por este motivo, es necesario investigar sobre la temática para alcanzar un mejor entendimiento de las competencias digitales con las que cuentan los futuros maestros. El objetivo de esta investigación es realizar una revisión sistemática en la que se analice el estado actual de la literatura sobre las competencias digitales de los futuros maestros, con el propósito de establecer futuras líneas de investigación y propuestas formativas. Se ha hecho uso de la metodología PRISMA y los resultados de la se han representado haciendo uso del diagrama de flujo de este diseño metodológico. Se han revisado los estudios hasta el año 2023 (N=18) publicados en las bases de datos SCOPUS, JCR y Proquest. Los resultados muestran el estado actual de la literatura sobre competencias digitales en futuros maestros. Se finaliza con una propuesta de líneas de investigación, así como con algunas medidas formativas a llevar a cabo con futuros docentes atendiendo a las necesidades detectadas de las investigaciones que componen la muestra.
The integration of ICT in classrooms as a regular practice requires future teachers to be trained in the didactic use of new technologies and to acquire digital competences that enable them to implement these technologies effectively. Therefore, it is necessary to research this topic to achieve a better understanding of the digital competences that future teachers possess. The aim of this research is to conduct a systematic review that analyzes the current state of the literature on the digital competences of future teachers, with the goal of establishing future research lines and training proposals. The PRISMA methodology was employed, and the results were presented using the flowchart of this methodological design. Studies published up to the year 2023 (N=18) in the SCOPUS, JCR, and Proquest databases were reviewed. The results show the current state of the literature on digital competences in future teachers. The study concludes with a proposal for research lines, as well as some training measures to be implemented with future teachers, addressing the needs identified in the studies that comprise the sample.
The integration of ICT in classrooms as a regular practice requires future teachers to be trained in the didactic use of new technologies and to acquire digital competences that enable them to implement these technologies effectively. Therefore, it is necessary to research this topic to achieve a better understanding of the digital competences that future teachers possess. The aim of this research is to conduct a systematic review that analyzes the current state of the literature on the digital competences of future teachers, with the goal of establishing future research lines and training proposals. The PRISMA methodology was employed, and the results were presented using the flowchart of this methodological design. Studies published up to the year 2023 (N=18) in the SCOPUS, JCR, and Proquest databases were reviewed. The results show the current state of the literature on digital competences in future teachers. The study concludes with a proposal for research lines, as well as some training measures to be implemented with future teachers, addressing the needs identified in the studies that comprise the sample.
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Citation
Revista interuniversitaria de formación del profesorado, V. 39, N. 100 (2), 2025
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