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The Challenge of Initial Training for Early Childhood Teachers. A Cross Sectional Study of Their Digital Competences

Author

Listed:
  • Rosalía Romero-Tena

    (Department of Teaching and Educational Organization, University of Seville, 41013 Seville, Spain)

  • Raquel Barragán-Sánchez

    (Department of Teaching and Educational Organization, University of Seville, 41013 Seville, Spain)

  • Carmen Llorente-Cejudo

    (Department of Teaching and Educational Organization, University of Seville, 41013 Seville, Spain)

  • Antonio Palacios-Rodríguez

    (Department of Teaching and Educational Organization, University of Seville, 41013 Seville, Spain)

Abstract

The scarce presence of technologies at the early childhood education level today is a cause for worry. This study aims to provide information on the training of future early childhood education teachers and their relationship with technologies. The work is based on a pretest–posttest methodology through a cross sectional descriptive study. The sample is made up of 535 4th year students of the Degree in Early Childhood Education at the University of Seville. Descriptive and contrast analyses were performed as well as contrast statistics and effect size. The results show that the training received by the students was a key element to improve self-perception of digital competence. There were statistically significant changes between before and after receiving the training. The changes produced always meant an improvement in the students’ self-perception. In the study of their profiles, relevant changes were also identified. Whereas before training subjects were grouped into newcomer and explorer categories, after training they were grouped into the highest profiles: integrator, expert, and pioneer. For this reason, it is necessary to manage training plans to allow future teachers to position themselves at an expert level.

Suggested Citation

  • Rosalía Romero-Tena & Raquel Barragán-Sánchez & Carmen Llorente-Cejudo & Antonio Palacios-Rodríguez, 2020. "The Challenge of Initial Training for Early Childhood Teachers. A Cross Sectional Study of Their Digital Competences," Sustainability, MDPI, vol. 12(11), pages 1-17, June.
    • Handle: RePEc:gam:jsusta:v:12:y:2020:i:11:p:4782-:d:370114
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    Citations

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    Cited by:

    1. Abdulrahman O. Al-Youbi & Abdulmonem Al-Hayani & Ali Rizwan & Hani Choudhry, 2020. "Implications of COVID-19 on the Labor Market of Saudi Arabia: The Role of Universities for a Sustainable Workforce," Sustainability, MDPI, vol. 12(17), pages 1-13, August.
    2. Esther López-Torres & María Teresa Carril-Merino & Diego Miguel-Revilla & María Jesús Verdú & Mercedes de la Calle-Carracedo, 2022. "Twitter in Initial Teacher Training: Interaction with Social Media as a Source of Teacher Professional Development for Social Studies Prospective Educators," Sustainability, MDPI, vol. 14(23), pages 1-15, December.
    3. Naiara Bilbao & Urtza Garay & Ainara Romero & Arantzazu López de la Serna, 2021. "The European Competency and the Teaching for Understanding Frameworks: Creating Synergies in the Context of Initial Teacher Training in Higher Education," Sustainability, MDPI, vol. 13(4), pages 1-14, February.
    4. Yu Zhao & María Cruz Sánchez Gómez & Ana María Pinto Llorente & Liping Zhao, 2021. "Digital Competence in Higher Education: Students’ Perception and Personal Factors," Sustainability, MDPI, vol. 13(21), pages 1-17, November.
    5. Julio Cabero-Almenara & Julio Barroso-Osuna & Juan-Jesús Gutiérrez-Castillo & Antonio Palacios-Rodríguez, 2021. "The Teaching Digital Competence of Health Sciences Teachers. A Study at Andalusian Universities (Spain)," IJERPH, MDPI, vol. 18(5), pages 1-13, March.
    6. Phanommas Bamrungsin & Buratin Khampirat, 2022. "Improving Professional Skills of Pre-Service Teachers Using Online Training: Applying Work-Integrated Learning Approaches through a Quasi-Experimental Study," Sustainability, MDPI, vol. 14(7), pages 1-17, April.
    7. Julio Cabero-Almenara & Juan-Jesús Gutiérrez-Castillo & Antonio Palacios-Rodríguez & Julio Barroso-Osuna, 2020. "Development of the Teacher Digital Competence Validation of DigCompEdu Check-In Questionnaire in the University Context of Andalusia (Spain)," Sustainability, MDPI, vol. 12(15), pages 1-14, July.
    8. Raquel Barragán-Sánchez & María-Carmen Corujo-Vélez & Antonio Palacios-Rodríguez & Pedro Román-Graván, 2020. "Teaching Digital Competence and Eco-Responsible Use of Technologies: Development and Validation of a Scale," Sustainability, MDPI, vol. 12(18), pages 1-13, September.
    9. Rosalía Romero-Tena & Carmen Llorente-Cejudo & María Puig-Gutiérrez & Raquel Barragán-Sánchez, 2021. "The Pandemic and Changes in the Self-Perception of Teacher Digital Competences of Infant Grade Students: A Cross Sectional Study," IJERPH, MDPI, vol. 18(9), pages 1-13, April.
    10. Yu Zhao & Ana María Pinto Llorente & María Cruz Sánchez Gómez & Liping Zhao, 2021. "The Impact of Gender and Years of Teaching Experience on College Teachers’ Digital Competence: An Empirical Study on Teachers in Gansu Agricultural University," Sustainability, MDPI, vol. 13(8), pages 1-14, April.
    11. Rosabel Roig-Vila & Paz Prendes-Espinosa & Mayra Urrea-Solano, 2020. "Problematic Smartphone Use in Spanish and Italian University Students," Sustainability, MDPI, vol. 12(24), pages 1-18, December.

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