PERFORMANCE OF DIGITAL SKILLS FROM STUDENT TO SCHOOL TEACHER IN ECUADOR AND PERU ACCORDING TO THE ADAPTATION OF THE CHARLOTTE DANIELSON MODEL

Atencio R.; Carbonell C.; Burgos S.; Holmos E.; Caicedo R.; Grunauer G. · IET Conference Proceedings (2025) · DOI: 10.1049/icp.2025.1244

Resumen

Contemporary education faces significant challenges in the integration of digital competencies, essential for teacher training. This study assesses the performance in digital competencies of university students in teacher training from Ecuador and Peru, using the Charlotte Danielson Assessment Framework, adapted to a digital context. The general objective was to analyze and compare the dimensions of Planning and Preparation, Classroom Environment, Instruction, and Professional Responsibilities in both countries. The problem identified lies in the disparities in the technological preparation of future teachers, which impacts educational quality. To address this, a quantitative, non-experimental, cross-sectional study was conducted with a sample of 876 students (438 per country). A validated questionnaire with a Cronbach's Alpha of 0.981 was used, distributed through Google Forms and adjusted through two pilot surveys. The data were analyzed with structural equation modeling (SEM) and principal component analysis (PCA). The main findings revealed that Ecuadorian students obtained higher average scores in all dimensions, although with greater variability. Furthermore, the PCA confirmed a unidimensional structure that explains 83.4% of the variance. The findings highlight the need to improve digital skills in Peru and ensure equity in Ecuador, promoting specific educational policies to strengthen teacher training in both countries. © The Institution of Engineering & Technology 2025.

Instituciones: Universidad Nacional de Trujillo; Universidad Nacional Autónoma de Chota; Universidad César Vallejo