Alberto Cattáneo|Chiara Antonietti|Martina Rauseo
How digitalised are vocational teachers? Assessing digital competence in vocational education and looking at its underlying factors
Swiss Federal University for Vocational Education and Training SFUVET|Swiss Federal University for Vocational Education and Training SFUVET|University of Zurich|Swiss Federal University for Vocational Education and Training SFUVET
teachers digital competence tdc important condition effective integration technologies education depends personal contextrelated factors different frameworks instruments developed measure tdc however research digital competence vocational education training vet still scarce therefore study aims provide snapshot status quo digital competence sample 1692 swiss vet teachers using assessment instrument relies previous validated questionnaires time accounting vetrelated specificities b examine possible differences digital competence depending vet teachers profiles ie professional baccalaureate professional subject general education teachers c investigate whether personal contextrelated factors play similar role vet like educational settings results confirm validity 10dimensional structure tdc assessment instrument compared previous results educational domains findings indicate vet teachers place similar degree digital competence differences across profiles subcompetences moreover multiple regression analysis highlights main role attitude towards technology digital tool use frequency among personal factors contribute tdc development teachers workload rarely considered previous studies also relevant factor contextrelated factors curriculum support element largest effect tdc although smaller impact personal factors