The Digital Competence of the Rural Teacher of Primary Education In the Mentoring Process: A Study by Teaching Speciality and Gender
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| Název: | The Digital Competence of the Rural Teacher of Primary Education In the Mentoring Process: A Study by Teaching Speciality and Gender |
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| Jazyk: | English |
| Autoři: | Francisco David Guillén-Gámez (ORCID |
| Zdroj: | Journal of Research in Innovative Teaching & Learning. 2025 18(1):3-19. |
| Dostupnost: | Emerald Publishing Limited. Howard House, Wagon Lane, Bingley, West Yorkshire, BD16 1WA, UK. Tel: +44-1274-777700; Fax: +44-1274-785201; e-mail: emerald@emeraldinsight.com; Web site: http://www.emerald.com/insight |
| Peer Reviewed: | Y |
| Page Count: | 17 |
| Datum vydání: | 2025 |
| Druh dokumentu: | Journal Articles Reports - Research |
| Education Level: | Elementary Education |
| Descriptors: | Rural Schools, Elementary School Teachers, Digital Literacy, Teacher Competencies, Mentors, Specialization, Gender Differences, Tutorial Programs, Teacher Role, Community Education, Teachers, Expertise, Knowledge Level, Family School Relationship, Foreign Countries, Teacher Attitudes, General Education, Music Education, Special Education, Language Teachers, Physical Education, Comparative Analysis |
| Geografický termín: | Spain |
| DOI: | 10.1108/JRIT-05-2023-0050 |
| ISSN: | 1947-1017 |
| Abstrakt: | Purpose: To know the digital competence of rural teachers to carry out the tutoring process with members of the educational community through digital resources (teacher-student, teacher-families and teacher-teaching team). As specific objectives, gender, teaching specialties, interaction between gender*teaching speciality, and significant predictors were analysed. Design/methodology/approach: The research was quantitative, with a non-experimental, cross-sectional, descriptive and inferential design. Findings: The results showed an explorer-expert teacher, where the generalist teachers had a superior competence compared to the rest of the specialties. Gender and teaching speciality were significant predictors in the communication that the teacher has with all the agents involved, while the interaction of both predictors was only significant between the teacher-teaching team and teacher-families. Research limitations/implications: Another issue worth considering relates to the development of the classification tree for the use of digital resources in tutorial action. Due to lack of space, the proposal has focused on gender and particular subjects, but it would be interesting to focus on the dimensions of the instrument with regard to tutorial action with the different agents (students, teaching staff and families). Originality/value: After reviewing the literature, the authors can conclude that very little quantitative research is focused on the level of self-perception of digital competence of teachers in rural schools. Furthermore, the teaching speciality of teachers has up until now hardly been taken into account as a variable that can determine the levels of digital competence. Not many studies have analysed the use of digital resources to communicate with the different members of the educational community. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Přístupové číslo: | EJ1465923 |
| Databáze: | ERIC |
Nájsť tento článok vo Web of Science | Abstrakt: | Purpose: To know the digital competence of rural teachers to carry out the tutoring process with members of the educational community through digital resources (teacher-student, teacher-families and teacher-teaching team). As specific objectives, gender, teaching specialties, interaction between gender*teaching speciality, and significant predictors were analysed. Design/methodology/approach: The research was quantitative, with a non-experimental, cross-sectional, descriptive and inferential design. Findings: The results showed an explorer-expert teacher, where the generalist teachers had a superior competence compared to the rest of the specialties. Gender and teaching speciality were significant predictors in the communication that the teacher has with all the agents involved, while the interaction of both predictors was only significant between the teacher-teaching team and teacher-families. Research limitations/implications: Another issue worth considering relates to the development of the classification tree for the use of digital resources in tutorial action. Due to lack of space, the proposal has focused on gender and particular subjects, but it would be interesting to focus on the dimensions of the instrument with regard to tutorial action with the different agents (students, teaching staff and families). Originality/value: After reviewing the literature, the authors can conclude that very little quantitative research is focused on the level of self-perception of digital competence of teachers in rural schools. Furthermore, the teaching speciality of teachers has up until now hardly been taken into account as a variable that can determine the levels of digital competence. Not many studies have analysed the use of digital resources to communicate with the different members of the educational community. |
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| ISSN: | 1947-1017 |
| DOI: | 10.1108/JRIT-05-2023-0050 |