INSTRUMENT FOR THE IDENTIFICATION OF TEACHERS' DIGITAL COMPETENCE

There are multiple instruments for the diagnosis of digital competence in teaching (DTC), which require adaptations to suit the needs of each context in which the measurement is intended to be carried out. The study presents the validation of an instrument constructed at the University of La Salle, Colombia, to assess digital competence in teaching from the three areas of DigCompEdu linked to the pedagogical component, enriched in turn, with items for the identification of technological mediations in each area. For the construction of the instrument, references were compared, the areas were delimited, the items were designed and, after being submitted to peer review, a pilot test was implemented, from which statistical tests were applied to confirm its validity. It is concluded that the instrument is valid to identify the level of self -perception of the CDD in university contexts in the area of pedagogy and it is recommended to expand the application sample to confirm its relevance, as well as to integrate qualitative components that allow in-depth analysis of teaching know-how in order to offer contextualised training.