Transversal nucleus of the digital competence of pre-service teachers
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Abstract
This study examines the integration of key and transversal competencies within the evolving professional competencies of teachers, emphasizing the development of a "transversal nucleus" that facilitates cognitive, experiential, and personal growth. The research aimed to explore how these competencies enhance self-cognition, self-regulation, and self-perfection, particularly in fostering digital competence among pre-service teachers. Using an experimental approach, the study tested technological models designed to develop digital competence through structural and functional experiences and the synchronization of skills and relationships. A sample of 101 first-year pedagogy students enrolled in "Information and Communication Technologies and Work in the Digital Environment" participated. Findings revealed the emergence of a transgressive segment within the transversal nucleus of digital competence, extending from cognitive to practical levels. This segment enhances self-awareness, reconstructs behavior, and synergizes motivational and integrative effects. The study concludes that this transgressive formation is essential for the holistic development of digital competence, driving both personal and professional growth. It recommends further refinement and broader application of these models to foster digital competence in teacher training programs, ensuring alignment with evolving educational demands.
Keywords: Digital competence; pre-service teachers; students; transversal nucleus
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