Digital competence in in-service teacher training: a comparative analysis between the Valencian Community and Galicia

Abstract

The digital competence of teachers has been a concern of educational administrations in recent years, which have tried to adapt in-service training to include technological content. From this perspective, this article aims to examine the presence of technology in the training offered by two Autonomous Communities (Galicia and Valencia), as well as the characteristics of this training, with emphasis on issues such as format, modality, audience and the area of the Common Framework of Digital Competence on which each training action is focused. This analysis is carried out using a comparative methodology in order to identify synergies and differences between the policies developed by the two administrations. The results show that, at both the regulatory and material level, there is an explicit interest in the development of digital competence in teaching on the part of both regions. Likewise, there is a varied offer in terms of format and content on the part of both Communities, with notable differences in the modality in which the training actions are offered, the recipients or the area that is worked on in the majority of cases. Finally, this analysis has made it possible to see what content is addressed, facilitating the identification of issues that remain in the background and which may be the subject of future proposals.