Digital Teaching Competence: A Systematic Review

Francisco-Ignacio Revuelta-Domínguez, Jorge Guerra-Antequera, Alicia González-Pérez, María-Inmaculada Pedrera-Rodríguez and Alberto González-Fernández
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Francisco-Ignacio Revuelta-Domínguez: Department of Educational Sciences, Faculty of Teacher Training, University of Extremadura, 10003 Cáceres, Spain
Jorge Guerra-Antequera: Department of Educational Sciences, Faculty of Teacher Training, University of Extremadura, 10003 Cáceres, Spain
Alicia González-Pérez: Department of Educational Sciences, Faculty of Teacher Training, University of Extremadura, 10003 Cáceres, Spain
María-Inmaculada Pedrera-Rodríguez: Department of Educational Sciences, Faculty of Teacher Training, University of Extremadura, 10003 Cáceres, Spain
Alberto González-Fernández: Department of Educational Sciences, Faculty of Education and Psychology, University of Extremadura, 06006 Badajoz, Spain

Sustainability, 2022, vol. 14, issue 11, 1-15

Abstract: This systematic literature review aimed to discover how the concept of digital teaching competence (DTC) has been developed, how its dimensions have been defined, and how educational development models and models that evaluate teachers’ digital teaching competence have been constructed. Concurrently, this review aimed to draw conclusions on the implementation processes of digital teaching competence in order to uncover its strengths and limitations, and to propose future lines of research to develop it further in initial teacher training programmes. A systematic literature review following the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) methodology was proposed in order to achieve these aims. We chose the time frame of 2015 to the end of 2021 in an attempt to cover the appearance of the first scientific articles dealing with the subject, up until the present day. Thus, the inclusion criteria covered scientific research articles from the Web of Science (WoS) and Scopus databases, in English or Spanish, that focused on samples of teachers in primary education, secondary education, baccalaureates, and initial teacher training. The database searches, which will be detailed in depth later, initially provided a corpus of 127 articles, which was reduced to 26 articles after screening for duplicity and applying the inclusion criteria.

Keywords: digital teaching competence; systematic review; teacher training; integration; information and communication technologies (search for similar items in EconPapers)
JEL-codes: O13 Q Q0 Q2 Q3 Q5 Q56 (search for similar items in EconPapers)
Date: 2022
References: View references in EconPapers View complete reference list from CitEc
Citations: View citations in EconPapers (2)

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