In this descriptive study, we assessed 483 pre-service teachers’ perceptions of the different competence dimensions of digital literacy and of psychological and educational measures. The data analysed were collected over three consecutive academic years by means of seven standardised and empirically validated questionnaires written in Spanish which were administered via an online web/software survey tool. The results obtained confirmed the trends observed in previous studies and indicated that patterns of knowledge, training and use of the digital literacy competencies and psychological and educational measures examined, such as active methodologies, strategies, styles, approaches and competencies, differed according to sex and the degree specialisation studied.
['Judit García-Martín', 'Jesús-Nicasio García-Sánchez']
Pre-service teachers' perceptions of the competence dimensions of digital literacy and of psychological and educational measures