Competência Digital na Formação Docente: Um Estudo sobre Autopercepção, Confiança e Desempenho Prático

Abstract

This article presents an investigation into the digital competence of pre-service teachers in their final year of a Pedagogy course at the Federal University of Mato Grosso do Sul (UFMS), Brazil. Adopting a mixed-methods case study approach, the research triangulates data from a final questionnaire based on the DigComp framework, documentary analysis of digital portfolios, and a researcher-monitor’s field diary. The findings reveal a significant increase in students’ self-confidence with digital tools throughout their undergraduate studies. However, performance analysis demonstrates the persistence of technical difficulties in practical, complex tasks. Furthermore, the study shows that the students’ self-assessment, which places them mostly at a ’Basic’ proficiency level, is realistic and corroborated by their observed performance. The study concludes that initial teacher education must move beyond instrumental tool training towards integrated, project-based learning that fosters the pedagogical application of technology and addresses barriers related to access to adequate hardware.