DIGITAL COMPETENCE TEACHING IN THE CONTINUING EDUCATION OF A PERUVIAN UNIVERSITY
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The purpose of this study was to measure the teacher digital competence (TDC) in continuing education at a private University of Peru. For that, the study used a COMDID questionnaire by Lázaro et al. (2018), which was applied online during February and March 2021. The sample obtained was 148 teachers (10% of the population). For the analysis, the results were considered at the level of the four dimensions proposed by the questionnaire, measured in percentage, through a classification by quartiles. Next, the Top Two Box (T2B) indicator was used to determine the volume of teachers whose results fell in the two highest quartiles. The two best evaluated dimensions were Didactic, curricular and methodological (69%), and Planning, organization and management of digital technological resources and spaces (58%). In opposition, the two dimensions with the lowest scores were Personal and professional development (41%), and Ethical, legal and security (36%). Likewise, it was observed that older teachers and those in the areas of Law, Politics and Sustainability, and Art, Culture and Society had a lower self-perception about the level of TDC.
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