Abstract:

The DigCompEdu model competency framework, which is divided into 6 areas (sub-competencies), can be effectively used to monitor the digital competencies of educators. In the Czech Republic, the Teacher 21 Profile tool has been developed for this purpose. The levels of skills progression are modelled on the Common European Framework of Reference for Languages (CEFR) and are presented using a motivational levels from A1 to C2, which is intended to encourage wider acceptance of the framework by teachers as a tool for their professional development.

In this paper, we analyse the initial self-evaluations of 197 teaching staff involved in a series of training in each sub-domain according to the DigCompEd model. The sample consisted of teachers from 15 primary schools teaching at both primary (pupils 6-11 years old) and lower secondary (pupils 12 - 15 years old) schools.

The area that was rated lowest by participants was the Digital Assessment area followed by the Pupil Support area. The highest rated sub-competency was the Digital Resources area. We also looked in more detail at self-assessment by school levels, age and gender, and for those who teach at lower secondary also by the taught subject.

The output is then a recommendation for the design of appropriate content for training courses.

Keywords:

Digital competency, teacher, DigCompEdu, self evaluation, training courses.