Digital competences for teacher professional development. Systematic review

ABSTRACT

Over the last years, Information and Communication Technologies have played a substantial role in improving both the quality of life for people. However, their potential in education is still developing. In this regard, this paper provides a systematic review of the literature on digital competencies and teacher professional development from 2008 to 2018. The purpose of this study is identifying research trends and potential directions on this topic for future research. The method followed is based on the PRISMA Statement Guidelines for Systematic Reviews and Meta-analysis. After applying criteria of inclusion, exclusion and thematic belonging, in Scopus and Wos databases, the sample was constituted in 21 studies. The selected studies emphasise the importance of digital competence as one of the challenges facing teachers today, being mainly qualitative methodology studies. Among the conclusions we highlight that most of the selected studies reveal a lack of teacher training and insufficient ICT training.

KEYWORDS:

• Digital competences
• educational innovations
• professional development
• teaching methods
• systematic review

Disclosure statement

No potential conflict of interest was reported by the authors.

Additional information

Funding

This work was supported by the Spanish Ministry of Economy and Competitiveness within the State Plan for the Promotion of Scientific and Technical Excellence Research 2013-2016 under Grant [DIFOTICYD EDU2016 75232-P].

Notes on contributors

José María Fernández-Batanero

José María Fernández-Batanero is Director and Professor in the Department of Teaching and Educational Organization at the University of Seville. Principal researcher of the Excellence project of the Ministry of Education and Science ‘Diagnosis and Training of Teachers for the Incorporation of ICT in Students with Functional Diversity (EDU2016-75232-P)’. He has published in scientific journals of high impact in the educational field, as well as numerous contributions to national and international conferences. He is widely known for his work on the training of teachers on the ICT applied to people with disabilities.

Marta Montenegro-Rueda

Marta Montenegro-Rueda currently works at Department of Teaching and Educational Organization at the University of Seville. Marta does research in educational technology and teacher professional development. She also work in Special Education.

José Fernández-Cerero

José Fernández-Cerero is a student of the University of Seville. He research in educational technology and teacher professional development.

Inmaculada García-Martínez

Inmaculada García-Martínez currently works at Department of Pedagogy at University of Jaén. Inmaculada does research in Secondary Education, Teacher collaboration and Didactics. She also works in educational technology and teacher professional development. She is now focused on teachers’ psychosocial factors, especially emotional intelligence and resilience.