Abstract:

In previous research work (Loureiro, Meirinhos & Osório, 2020) where we studied the conceptions of teacher training defended in six references of digital competences for teachers, we recognized that the integration of digital technologies in the context of learning has been attempted since the last decades of the twentieth century. In fact, the central axis of the references was based on the development of digital skills for pedagogical integration. Moreover, we also know that the innovative potential of digital technologies can have a relevant role in transforming and enriching pedagogy and we are also aware that considerable effort in teacher training/education has been centred on the pedagogical exploitation of ICT in learning contexts. Aiming to ensure innovation in pedagogical practices, concerns with continuous transformation of technology-based learning seem necessary. In addition, research also points to the need to improve conditions for teacher educators’ development with digital technology and professional digital competence (Lindfors, Pettersson & Olofsson, 2021).

In this context, the digital skills of teachers play a fundamental role in the students' learning process, but also in the development of skills related to critical thinking, innovation, collaboration, problem solving and others that are emerging, related to a society increasingly supported by artificial intelligence applications and services (Zabolotska, Zhyliak, Hevchuk, Petrenko & Alieko, 2020). Training and professional development is something that must be continuously monitored in order to be able to react with the urgency necessary to fill any gap that may condition the preparation of students for the digital society.

Bearing that in mind, we designed a survey with the following objectives:
(i) to verify and analyse the digital skills of Basic Education teachers in Portugal (1st to 3rd Cycles);
(ii) to categorize the levels of teachers' digital competence;
(iii) to assess the level of influence of digital competence in innovative learning practices in educational contexts.

The survey was answered by 242 teachers who completed an online questionnaire asking for an individual self-evaluation of DigCompEdu (2017) area 2 (digital resources) competencies:
(i) selection;
(ii) creation and modification;
(iii) management, protection and sharing of ICT.

Subjects were asked about their level of experience in the daily and professional use of ICT. As a first study that will serve as a basis for other more extensive studies in order to regularly monitor the evolution of Basic Education teachers’ pedagogical integration skills with ICT, provisional findings show that teachers seem to feel able to:
(i) use advanced strategies and resources comprehensively;
(ii) adapt digital resources to the learning context;
(iii) use interactive resources strategically.

In this paper, we aim to fully present the collected data as well as to share the analysis we will be conducting, bearing in mind that teachers who participated in the survey have shown high awareness of the importance of their continuous professional development.

Keywords:

Digital skills, teacher education, teaching and learning.