The final version of the comparative survey “Practices, training and skills needs of digital teachers” is available in the DECODE “Outputs” page.

The survey aims to detect experiences, skills and training needs of teachers involved with the aim of detecting strengths, areas for improvement and development prospects, encouraged by the changes observed in the new educational paradigm, through a multi-dimensional and multi-perspective approach. The comparative survey aims to reconstruct the digital innovation trend in educational agencies (meso level), supporting the accompanying demands of educational agencies.

The questionnaire is organized around five thematic macro-sections with questions aimed at taking a socio-demographic profile, practices, attitudes and beliefs of teachers involved (in the Appendix): a) school data; b)teachers profile; c) teachers practice in ICT with a specific focus on use of digital tools and technologies in teaching and learning process; d) training needs of teachers, with a specific section dedicated to the self- assessment of the teacher’s digital skills according to the DigCompEdu Framework; e) personal opinion of teacher  in relation to the use of ICT in teaching and professional practices.

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The sections “School data and teacher profile” contain personal data and a series of information on the context in which each teacher performs his/her activities: distribution of respondents by school type, teacher age range, gender, teaching area covered over the last three years, type of contract in the school, teaching role covered over the last three years, role as digital coordinator in the school.

The section “Teaching practice in ICT” section investigates the use of digital tools during the teaching-learning process. This section is intended to help us to understand the frequency which digital technologies are used in the classroom.

The section “Training needs of teachers” investigates achieved training and perceived training needs and accompaniment of teachers in relation to the use digital technologies in professional practice. Within this section, there is the sub area of investigation “Digital Competence of Educators (DigCompEdu)”. This section aims to evaluate the digital skills level of teachers, through a self-assessment of the digital skills according to the DigCompEdu framework, issued by the EU in 2018.

Finally, the section “Personal opinion” investigates the widespread opinions among teachers in relation to the use of ICT to recognise basic assumptions and values that guide their educational use of digital technologies.

The online survey involved a total of 2652 teachers from all levels and kinds of school, so distributed: 366 FIN, 693 ES, 937 IT, 255 UK and 401 RO. Out of these number, the following completed the entire questionnaire:

  1. Spain/Catalonia: 425
  2. Italy: 776
  3. Romania: 291
  4. UK : 255
  5. FI: 291[1]

The groups of teachers belong to four school types: Secondary school, VET, Primary and Early Years. The majority of teachers who participated in the  survey belong to VET (61%) and Secondary (37%).

Find out the final comparative survey “Practices, training and skills needs of digital teachers” and all the reports in the DECODE “Outputs” page.

“Practices, training and skills needs of digital teachers”: the report is online
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