Evolution of the perception of digital competence in university teacher training after emergency remote teaching ; Evolución de la percepción de la competencia digital en la formación universitaria del profesorado tras la enseñanza remota de emergencia ; Évolution des compétences numériques dans la formation des enseignants universitaires après le télé-enseignement d'urgence ; Evolução na perceção da competência digital na formação de professores universitários após o ensino remoto de emergência

Since COVID-19, the integration of digital tools and skills in higher education is already a reality in all countries. The aim of this study is to analyse the perception of teachers (n = 88) and students (n = 487) – of the Degrees in Early Childhood and Primary Education and Master of teacher training of a public university in Madrid – on the evolution of their digital competence, in general, and of the different competence areas, both before and during the emergency remote teaching. For this purpose, we rely on the well-known Common Framework of Digital Competence in Teaching of the National Institute of Educational Technologies and Teacher Training (INTEF). Using a quantitative methodology and an ad hoc questionnaire validated by experts, a descriptive, correlational and inferential analysis of the variables was carried out. The results show in both profiles the availability of sufficient digital resources to face this modality, a significant increase in the self-perception of this competence, highlighting greater development in the following areas: Communication and Collaboration, Creation of digital content and Security. They also show dissatisfaction with the virtual modality due to the excessive workload and the continuous training required. This study helps to rethink the curricula of future teachers and the training plans of university faculty on the necessary digital competence today. ; Desde la COVID-19, la integración de herramientas y competencias digitales en la enseñanza superior ya es una realidad en todos los países. El objetivo de este estudio es analizar la percepción del profesorado (n = 88) y del alumnado (n = 487) de los Grados en Educación Infantil y Primaria y Máster de formación del profesorado de una universidad pública de Madrid acerca de la evolución de su competencia digital, en general, y de las diferentes áreas competenciales, tanto antes como durante la enseñanza remota de emergencia. Para ello, nos apoyamos en el conocido Marco Común de Competencia Digital Docente del Instituto ...