resumo
- This study aimed to evaluate the level of digital competence of a group of 17 teachers by applying a questionnaire of the European Digital Competence Frame- work for Educators DigCompEdu [1]. With this information, we aimed to evaluate which are the areas of mastery and use of digital technologies in which there is less development of skills and use of these technologies when these professionals work in the classroom. This diagnostic will be part of a pilot study that will be the mate- rials and methods of a study of bigger proportions, with a larger number of teachers. Therefore, the participants accessed the questionnaire on the DigCompEdu plat- form, and we collected their answers. The answers were analyzed and the teachers’ scores allowed to classify them into six levels of digital competence based on the metrics proposed by DigCompEdu questionnaire. The results allowed us to identify that most teachers present intermediary levels of digital competence development, being classified with the general score B2 and present a good comprehension of the use of technological resources in the classroom. However, they not always show the necessary criticism and history of experimentation to dare to implement different tools. Finally, it was possible to identify the existing gaps in the digital competence of teachers, making it possible to map the points that need to be worked on, thus allowing these teachers to make autonomous and assertive decisions regarding their professional training.