This paper sets out the result of a didactic experience carried out within the framework of the subject of English Language Didactics, part of the Master’s Degree in Teacher Training for Compulsory Secondary Education and Baccalaureate, Vocational Training and Language Teaching, given at an online university. For this reason, the subjects of this piece of research are future English teachers who are studying their degree online. Digital competence should be fostered at the university stage, as an intrinsic part of students’ training as future teachers. Therefore, examining students’ self-perception can be a starting point for implementing programmes to improve this competence. In order to measure their self-perception, they answer a questionnaire at the beginning and at the end of the subject. This is a subject in which the teacher introduces numerous digital tools, both in the synchronous online classes, as well as for asynchronous activities, thinking about the future teaching practice of the students. The result of the experience has shown that the students’ self-perception concerning their digital competence decreases when they become aware of the high number of tools they were unfamiliar with before starting the subject.
Keywords:
Teacher digital competence, English, self-perception, teacher training, ICT
Author Biography
Ingrid Mosquera Gende, Universidad Internacional de La Rioja
Para correspondencia, dirigirse a: Ingrid Mosquera (ingrid.mosquera@unir.net)
Mosquera Gende, I. (2021). Variation of self-perception of digital competence in future english teachers. Lenguas Modernas, (58), pp. 35–53. Retrieved from https://analesderecho.uchile.cl/index.php/LM/article/view/66432
