DIGITAL COMPETENCIES IN THE REFLECTIVE PRACTICE OF TEACHERS
DIGITAL COMPETENCIES IN THE REFLECTIVE PRACTICE OF TEACHERS

Summary/Abstract: Indicators of high-quality educational practice in contemporary times include teachers’ digital competence and their reflective practice. Keeping pace with current trends and innovations in education is not possible without the effective integration of digital technologies into teaching and learning, as well as continuous self-monitoring and evaluation of one’s own teaching. In line with this, the research problem in this study is as follows: whether teachers’ digital competence influences their reflective practice. The aim of the research is to determine the impact of teachers’ digital competence on reflective practice. The research sample consisted of 1,517 teachers. For the purposes of the study, two Likert-type rating scales were developed, with Cronbach’s alpha test confirming good reliability and internal consistency of the instruments. The study is empirical in nature and based on the descriptive method. An exploratory factor analysis was conducted to examine the latent structure of both scales and to determine the number of dimensions formed by the items. Using principal axis factoring, the latent space between the scales was examined and the optimal number of dimensions identified. The results of the Kaiser-Meyer-Olkin (KMO) and Bartlett’s test confirmed the appropriateness of applying factor analysis. Pearson’s correlation coefficient indicated a moderate to strong correlation between the scales under comparison. The findings of the study demonstrate that there is a significant influence and correlation between teachers’ digital competence and their reflective practice.

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