Abstract:

Despite the fact that the topic of digital competence of teachers is a new one and although Bangemann argued already in 1994 that it was necessary to train teachers in the use of ICT [1], it has been only in the last ten years or so that we have seen increased activity in the field of digital competence development of university teachers. We can also observe the development of tools for measuring teachers’ digital competences such DigiCompEdu, SELFIE, TPACK etc. A 2018 OECD report states that 40% of educators across the EU felt well-prepared for the use of digital technologies in teaching [2]. The advent of the COVID-19 pandemic has shown a significant gap in the systematic development of digital competencies of university teachers. In other related/similar research, we have found that, for example, secondary school teachers have seen a significant increase in their digital competencies over time [3]. The results of an investigation of perceptions of teaching in selected universities in the Czech Republic show different perceptions of the quality of teaching process by teachers and students [4]. The above-mentioned findings led us to the research question of how university teachers' perceptions of digital competences differ from their students' perspectives. We designed a mix-method research and consequently we tested the research question through the DigiCompEdu tool. Based on which, we prepared a questionnaire for a quantitative survey conducted among students and teachers. Based on the surveys ‘results we have run focus groups and interviews with students and teachers to obtain deeper understanding of which area university should focus on when it would be designing the teacher training and why it is important for students and teachers. The first results show that teachers see them-self as more active than is view of students, which confirm finding of our other study [5]. about perception of emergency remote teaching. On the other hand, students are more optimistic about digital assessment competencies of their teachers. The results of the research will be used to improve the development of the teacher performance assessment tool PROFFORMANCE, in the development of which one of the authors of the article has participated.

References:
[1] M. Bangemann, Europe and the Global Informationsociety. Recommendations of the European Council. Brussels: European Union publications. 1994.
[2] Organisation for Economic Co-operation and Development (OECD), TALIS 2018 results (Volume I). Teachers and school leaders as lifelong learners. Paris: OECD Publishing, 2018. 15 November 2022. Retrieved fromhttps://www.oecd-ilibrary.org/education/talis-2018-results-volume-i_1d0bc92a-en
[3] J. Beseda, A. Cogiel, L. Dokoupilová and L. Macenauer, “Digitální kompetence učitelů středních škol v karanténě“ in Digitální kompetence učitelů středních odborných škol jako výzva současného vzdělávání (P. Svoboda et al eds), pp. 195-202, Brno: PAIDO, 2020.
[4] J. Beseda, M. Černý and J. Pekara “The Reflection of Covid-19 Distance Education in Health Profession in Czechia: Comparison of View of Higher Education Teachers and Students,“ Journal of Applied Educational and Technical Sciences, vol. 11, no- 3, pp. 1-19, Art No: 274, 2021.
[5] J. Beseda, M. Demajenko and I. Shánilová, “Reflection of Distance Education from Perspective of Teachers and Students of Private Higher education Institution “ in DisCo 2021, 16th conference reader, pp. xx-xx, (in print), 2021.

Keywords:

Digital competencies, higher education, teachers, COVID-19.