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Self-Perception and Training Perceptions on Teacher Digital Competence (TDC) in Spanish and French University Students

机译：西班牙语和法国大学生教师数字能力（TDC）的自我认知和培训看法

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The purpose of this research is, on the one hand, to analyze the self-perception of future teachers of childhood education and primary education, and those studying for a master’s degree in secondary education teacher training on their Teacher Digital Competence (TDC), as well as the potential influence of gender, country and university institution of origin in their representations. On the other hand, it seeks to analyze the perception of future teachers on the TDC of their university trainers (formative perception). In accordance with these aims, a quantitative methodology of a non-experimental nature and of a prospective cross-sectional ex post facto approach has been used. A total of 428 students from two Spanish universities and from a French university agreed to participate in the research. The results report a positive and differential self-perception by gender of the TDC acquired and unfavorable perceptions of the digital competences of their teachers. These results confirm the need to improve the technological-manipulative and didactic training of university teachers, and to adapt the teaching competences to the demands of the Information and Communication Society (ICS) and to the guidelines of the Common Digital Competence Framework.
机译：一方面，本研究的目的是分析儿童教育和初等教育的未来教师的自我认识，以及学习硕士学位教师培训硕士学位数字能力（TDC），如以及性别，国家和大学原产地在其陈述中的潜在影响。另一方面，它旨在分析​​其大学培训师的TDC上未来教师的看法（形成性感知）。根据这些目的，已经使用了非实验性质和前瞻性横截面前术后方法的定量方法。共有428名来自两个西班牙大学和法国大学的学生同意参加该研究。结果报告了TDC的性别获得了积极和差异的自我认识，获得了对其教师的数字竞争力的不利的看法。这些结果证实了有必要改善大学教师的技术操纵和教学培训，并使教学能力适应信息和传播社会（IC）的需求和普通数字能力框架的指导方针。

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