Towards a digital pedagogy: Implementation of the socio-formative e-rubric in the training of teachers

Llerena-Espinoza E.; Garro-Aburto L.; Huanachin-Ttito H.; Clemente-Castillo P.; Córdova-García U. · European Public and Social Innovation Review (2025) · DOI: 10.31637/epsir-2025-462

Resumen

Introduction: Vertiginous global and technological changes are transforming the skills profiles required in teacher training. The impact of a socio-formative analytical e-rubric on the professional competences of future teachers in Peru is assessed.Methodology: It is an applied study of pre-experimental design with pre and post test in a single group. 25 pre-professional teaching students participated. The validity of the instrument was validated by experts and its reliability verified with a Cronbach Alpha of 0,854. Student t tests were used for statistical analysis. Results: Significant improvements were found in all competences evaluated after the e-rubric intervention. The size of the effect was considerable in all dimensions. Discussions: This finding is consistent with previous studies highlighting the effectiveness of electronic headings in providing detailed feedback and promoting self-regulation of learning. Conclusions: The socio-formative analytical e-rubric had a significant impact on the development of professional competences in future teachers, improving key areas of teaching practice. It is recommended to integrate them into teaching training programmes and to undertake further studies to explore their effectiveness in different educational contexts.

Instituciones: Universidad César Vallejo; Universidad Nacional de Educación Enrique Guzmán y Valle