This thesis examines the digital competences of primary school teachers, which are becoming increasingly important in the time of digitalized education. The aim of the research was to determine the level of competence among teachers in a selected primary school, to identify the areas in which they are most successful, and to highlight the most significant gaps and needs for further training. Special emphasis was also placed on self-evaluation and its impact on professional development.
The research was conducted using a questionnaire based on the European DigCompEdu framework and complemented with additional questions. A total of 35 teachers from the selected school participated in the survey. The collected data were analyzed using quantitative and qualitative methods and supported by statistical analysis.
The results of the analysis show that teachers have well-developed competences mainly in communication, collaboration, thoughtful use of digital tools, and safe handling of information. The most significant shortcomings were identified in creating and adapting digital resources, preparing tasks that require students to produce digital content and in the use of digital assessment and data analysis of student progress.
The findings of the analysis contribute to a better understanding of teachers’ digital literacy and highlight the need for systematic professional training and greater use of self-evaluation tools. The results are useful for schools and relevant institutions, as they indicate that access to technology alone does not guarantee quality use in teaching. A limitation of the study is the small sample size, as the research was carried out in only one school. Future research should therefore be extended to a larger number of schools and include methods, such as interviews and classroom observations.
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