Assessment of high school teachers on their digital competences

Abstract

Digital Technologies’ potential has brought new challenges to teachers, making it essential to acquire digital competences that will allow them to effectively use those technologies. The aim of this research is to assess the Portuguese high school teachers’ digital competence level. The quantitative methodology used emphasises the teachers’ perception of their digital competences in three focal dimensions: teachers’ professional and pedagogic competences and learners’ competences. The findings show that teachers’ digital competence level is moderate; the dimensions with the lowest values are “teachers’ pedagogic competences” and “learners’ competences”. Subdimensions Assessment, Empowering Learners and Facilitating Learners’ Digital Competence are the weakest.