Digital Competence and University Teachers’ Conceptions about Teaching. A Structural Causal Model
Por favor, use este identificador para citar o enlazar este ítem:
http://hdl.handle.net/10045/108371
Título: | Digital Competence and University Teachers’ Conceptions about Teaching. A Structural Causal Model |
---|---|
Autor/es: | Mirete, Ana B. | Maquilón, Javier J. | Mirete, Lucía | Rodríguez, Raimundo A. |
Centro, Departamento o Servicio: | Universidad de Alicante. Departamento de Fundamentos del Análisis Económico |
Palabras clave: | Digital teaching competence | Teaching approach | Structural causal model | University teachers | ICT use | Knowledge building | Information exchange | Teacher training |
Área/s de conocimiento: | Fundamentos del Análisis Económico |
Fecha de publicación: | 13-jun-2020 |
Editor: | MDPI |
Cita bibliográfica: | Mirete AB, Maquilón JJ, Mirete L, Rodríguez RA. Digital Competence and University Teachers’ Conceptions about Teaching. A Structural Causal Model. Sustainability. 2020; 12(12):4842. https://doi.org/10.3390/su12124842 |
Resumen: | Introduction: University teachers, in their ongoing scientific and pedagogical updating, must master the new methodologies and trends in their professional field. ICT’s importance for any person requires ethical responsibility, and it is incumbent on the educational professionals to preserve, improve and update their level of digital competence, and so improve learning and teaching. Method: This study uses a representative sample of 186 university teachers and follows the quantitative descriptive survey method. Two questionnaires were applied (CEE-ACUTIC). The first identified the approach for the transmission of information or the construction of knowledge, and the second measured attitude, knowledge and use of ICT. Results: A causal model of structural equations of maximum likelihood was run. We highlight the positive and significant relationship between the teaching approach oriented to the construction of knowledge and the use of ICTs (β = 0.17, p < 0.01) and, in another sense, a statistically significant but negative relationship between the use of ICTs and the teaching approach focused on the transmission of information (β = −0.16, p < 0.05). Discussion: It is empirically confirmed that the teaching approach conditions the use of technologies for teaching. There is no research in other contexts showing a causal relationship between teaching approaches and digital teaching competence. |
Patrocinador/es: | This research was funded by the Fundación Séneca. Agencia de Ciencia y Tecnología de la Región de Murcia (Spain) with the competitive project code 20638/JLI/18 “Competencias docentes y métodos activos de aprendizaje. Una investigación evaluativa con el profesorado en formación de ciencias sociales”. |
URI: | http://hdl.handle.net/10045/108371 |
ISSN: | 2071-1050 |
DOI: | 10.3390/su12124842 |
Idioma: | eng |
Tipo: | info:eu-repo/semantics/article |
Derechos: | © 2020 by the authors. Licensee MDPI, Basel, Switzerland. This article is an open access article distributed under the terms and conditions of the Creative Commons Attribution (CC BY) license (http://creativecommons.org/licenses/by/4.0/). |
Revisión científica: | si |
Versión del editor: | https://doi.org/10.3390/su12124842 |
Aparece en las colecciones: | Personal Investigador sin Adscripción a Grupo |
Archivos en este ítem:
Archivo | Descripción | Tamaño | Formato | |
---|---|---|---|---|
Mirete_etal_2020_Sustainability.pdf | 1,23 MB | Adobe PDF | Abrir Vista previa | |
Este ítem está licenciado bajo Licencia Creative Commons