Volume 14 No 1 (2022): International Journal of Early Childhood Special Education

Soft Skills and Digital Competencies in Teacher Professional Development in Times of a COVID-19 Pandemic


Livia Carmen Segura Rondan, Violeta Cadenillas Albornoz, Fanny Esperanza Zavala Alfaro, Blanca Soledad Zavala Alfaro and Olga Natividad Arellanos Tafur

DOI: 10.9756/INT-JECSE/V14I1.221009

Keywords: Soft Skills, Digital Skills, Teacher Professional Development


Abstract

In the current context, the priority objectives to recover education affected by the Covid-19 pandemic are evident and in that sense, the soft skills of teachers and their digital skills become important, because they influence teacher professional development. To determine the levels of soft skills, the validated instrument of the article by Rodríguez (2020) was used, the levels of digital competences were used by the instrument of Tourón et al. (2018) and to establish the levels of teacher professional development, the validated instrument of Porras (2020) was used, whose research purpose for this study was to establish the incidence of soft skills and digital competences in teacher professional development in times of pandemic by Covid-19. It was concluded that soft skills and digital competence significantly affect teacher professional development in times of the Covid-19 pandemic, since Nagelkerke = 0.669, establishing that soft skills and digital skills affect 66.9% in teacher professional development; and of the predictor variables, soft skills predict teacher professional development, due to Wald = 80,193; p = 0.000 <0.05.

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Volume 14 No 1 (2022): International Journal of Early Childhood Special Education

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Research Articles

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