Engl. transl.: Fostering teacher’s digital competence at university: The perception of students and teachers

This article provides an account of the project "An inter-university proposal for the initial training of teachers in digital technologies". In order to prepare it, we consider the perception of students and teachers on what needs to be addressed with regard to digital technologies and methodological digital competence, and what institutional actions are preferential for the development of teachers’ digital competence (TDC). In this study, we used a mixed-method research design. The techniques and instruments used have been the analysis of available documentation, focus groups and surveys. The proposal is targeted at the nine Catalan Universities that provide training for future teachers in Pre-school and Primary Education Degrees. The main findings point to the need to link the university to the society, as well as to promote a professional development of university teachers and the digital literacy of their students by fostering collaborative learning and authorship.  Likewise, it highlights the importance of prioritizing communication and collaboration during the teaching and learning process using useful digital resources that facilitate it. At the same time, ethics and digital citizenship is highlighted as an emerging dimension to be considered in educational practice. Finally, three institutional actions about TDC are pointed out to consider in university curricula.

The analysis of the results developed by Domingo-Coscolla et al., (2020) reveals indications of the CDD (competencia digital docente- teacher´s digital competence) during teacher training. The authors highlight the significant perceptions obtained by relating them to different international studies and proposals. The authors higlight that university education should be synchronised with school and society: "In general, the school is putting emphasis on making changes while the university continues to repeat traditional practices" (Domingo-Coscolla et al., 2020: 177). Results show that University teaching staff's teaching digital competence is poor, showing lower levels in methodological digital competence than in instrumental digital competence. The authors remark that digital literacy among students is a necessity, Domingo-Coscolla et al. (2020: 177) suggest "Collaborative learning and authoring environments that can be fostered and enriched using ICT" to make this possible. Results show that the main dimension of methodological digital competence is communication and collaboration. In parallel, digital ethics and citizenship is an emerging dimension to be considered during the educational activity. The responsible, safe and healthy use of digital technologies is highlighted as a priority. Domingo-Coscolla et al. (2020: 178) point out the need of making use of digital resources for teaching and learning. Finally, Domingo-Coscolla et al. (2020: 179) claim three priority institutional actions to be promoted in the curricula of the Master's degree programs: "the first one, it to incorporate a compulsory module of specific teacher´s digital competence training of at least six credits. The second is to incorporate teacher's digital competence into the different modules of the syllabus, especially in didactic subjects. And the third proposal is to offer a teacher´s digital competence training mention or, alternatively, one or several optional subjects on teacher´s digital competence". These actions would allow to easily integrate this competence into teacher's training programmes.