The Challenge of Initial Training for Early Childhood Teachers. A Cross Sectional Study of Their Digital Competences

Romero-Tena, Rosalía; Barragán-Sánchez, Raquel; Llorente-Cejudo, Carmen; Palacios-Rodríguez, Antonio

doi:10.3390/su12114782

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The Challenge of Initial Training for Early Childhood Teachers. A Cross Sectional Study of Their Digital Competences

Rosalía Romero-Tena

Raquel Barragán-Sánchez

Carmen Llorente-Cejudo

and

Antonio Palacios-Rodríguez

Department of Teaching and Educational Organization, University of Seville, 41013 Seville, Spain

Author to whom correspondence should be addressed.

Sustainability 2020, 12(11), 4782; https://doi.org/10.3390/su12114782

Received: 24 May 2020 / Revised: 8 June 2020 / Accepted: 9 June 2020 / Published: 11 June 2020

(This article belongs to the Special Issue ICT and Sustainable Education)

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Abstract

The scarce presence of technologies at the early childhood education level today is a cause for worry. This study aims to provide information on the training of future early childhood education teachers and their relationship with technologies. The work is based on a pretest–posttest methodology through a cross sectional descriptive study. The sample is made up of 535 4th year students of the Degree in Early Childhood Education at the University of Seville. Descriptive and contrast analyses were performed as well as contrast statistics and effect size. The results show that the training received by the students was a key element to improve self-perception of digital competence. There were statistically significant changes between before and after receiving the training. The changes produced always meant an improvement in the students’ self-perception. In the study of their profiles, relevant changes were also identified. Whereas before training subjects were grouped into newcomer and explorer categories, after training they were grouped into the highest profiles: integrator, expert, and pioneer. For this reason, it is necessary to manage training plans to allow future teachers to position themselves at an expert level. View Full-Text

Keywords: higher education; early childhood education; ICT; digital competence; teacher training

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MDPI and ACS Style

Romero-Tena, R.; Barragán-Sánchez, R.; Llorente-Cejudo, C.; Palacios-Rodríguez, A. The Challenge of Initial Training for Early Childhood Teachers. A Cross Sectional Study of Their Digital Competences. Sustainability 2020, 12, 4782. https://doi.org/10.3390/su12114782

AMA Style

Romero-Tena R, Barragán-Sánchez R, Llorente-Cejudo C, Palacios-Rodríguez A. The Challenge of Initial Training for Early Childhood Teachers. A Cross Sectional Study of Their Digital Competences. Sustainability. 2020; 12(11):4782. https://doi.org/10.3390/su12114782

Chicago/Turabian Style

Romero-Tena, Rosalía, Raquel Barragán-Sánchez, Carmen Llorente-Cejudo, and Antonio Palacios-Rodríguez. 2020. "The Challenge of Initial Training for Early Childhood Teachers. A Cross Sectional Study of Their Digital Competences" Sustainability 12, no. 11: 4782. https://doi.org/10.3390/su12114782

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