Aesaert, K., & Van Braak, J. (2015). Gender and socioeconomic related differences in performance based ICT competences. Computers & Education, 84, 8–25.
Ala-Mutka, K. (2011). Mapping digital competence: Towards a conceptual understanding. Sevilla: Institute for Prospective Technological Studies, 7–60.
Alarcón, R., del Pilar Jiménez, E., & de Vicente-Yagüe, M. I. (2020). Development and validation of the DIGIGLO, a tool for assessing the digital competence of educators. British Journal of Educational Technology, 51(6), 2407–2421. https://doi.org/10.1111/bjet.12919
Altun, T. (2013). Examination of classroom teachers’technological, pedagogical and content knowledge on the basis of different variables. Croatian Journal of Education: Hrvatski Časopis Za Odgoj i Obrazovanje, 15(2), 365–397.
Baena-Morales, S., Martinez-Roig, R., & Hernádez-Amorós, M. J. (2020). Sustainability and educational technology—A description of the teaching self-concept. Sustainability, 12(24), 10309.
Bandura, A., & National Inst of Mental Health. (1986). Social foundations of thought and action: A social cognitive theory. Prentice-Hall, Inc.
Barragán-Sánchez, R., Corujo-Vélez, M.-C., Palacios-Rodríguez, A., & Román-Graván, P. (2020). Teaching digital competence and eco-responsible use of technologies: Development and validation of a scale. Sustainability, 12(18), 7721.
Bem, S. L. (1981). Gender schema theory: A cognitive account of sex typing. Psychological Review, 88(4), 354–364. https://doi.org/10.1037/0033-295X.88.4.354
Benali, M., Kaddouri, M., & Azzimani, T. (2018). Digital competence of Moroccan teachers of English. International Journal of Education and Development using Information and Communication Technology (IJEDICT), 14(2), 99–120.
Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77-101.
https://doi.org/10.1191/1478088706qp063oa
Cantabrana, J. L. L., Rodríguez, M. U., & Cervera, M. G. (2019). Assessing teacher digital competence: The construction of an instrument for measuring the knowledge of pre-service teachers. Journal of New Approaches in Educational Research, 8(1), 73–78. https://doi.org/10.7821/naer.2019.1.370
Casillas Martín, S., Cabezas González, M., & García Peñalvo, F. J. (2020). Digital competence of early childhood education teachers: attitude, knowledge and use of ICT. European Journal of Teacher Education, 43(2), 210–223. https://doi.org/10.1080/02619768.2019.1681393
Cored Bandrés, S., Liesa Orús, M., Vázquez Toledo, S., Latorre Cosculluela, C., & Anzano Oto, S. (2021). Digital competence of university teachers of social and legal sciences from a gender perspective. Education Sciences, 11(12), 806.
Council of the European Union. (2018). Annex to the Council Recommendation of 22 May 2018 on key competences for lifelong learning: Key competences for lifelong learning, a European reference framework. Official Journal of the European Union, 2, 7–13.
https://eur-lex.europa.eu/legal-content/EN/TXT/PDF/?uri=CELEX:32018H0604(01)&rid=7
Crenshaw, K. (1989). Demarginalizing the intersection of race and sex: A black feminist critique of antidiscrimination doctrine, feminist theory and antiracist politics. University of Chicago Legal Forum: 1989 (1), 139-167.
Esteve-Mon, F. M., Llopis, M. A., & Adell-Segura, J. (2020). Digital competence and computational thinking of student teachers. International Journal of Emerging Technologies in Learning, 15(2), 29–41. https://doi.org/10.3991/ijet.v15i02.11588
Ferrari, A. (2012). Digital competence in practice: An analysis of frameworks. Publications Office of the European Union Luxembourg.
Ferrari. A. (2013). DIGCOMP : A Framework for Developing and Understanding Digital Competence in Europe. Publications Office. https://doi.org/10.2788/52966
Fraile, M. N., Peñalva-Vélez, A., & Lacambra, A. M. M. (2018). Development of digital competence in secondary education teachers’ training. Education Sciences, 8(3), 1–8. https://doi.org/10.3390/educsci8030104
Galindo-Domínguez, H., & Bezanilla, M. J. (2021). Digital competence in the training of pre-service teachers: Perceptions of students in the degrees of early childhood education and primary education. Journal of Digital Learning in Teacher Education, 37(4), 262–278.
Gilster, P. (1997). Digital literacy. John Wiley & Sons, Inc.
Gonzalez, M., & Casillas Martín, S. (2018). Social educators: A study of digital competence from a gender differences perspectivezlika. Croatian Journal of Education: Hrvatski Časopis Za Odgoj i Obrazovanje, 20(1), 11–42.
Grande-de-Prado, M., Cañón, R., García-Martín, S., & Cantón, I. (2020). Digital competence and gender: Teachers in training. A case study. Future Internet, 12(11), 204.
Guillén-gámez, F. D., Lugones, A., & Mayorga-fernández, M. J. (2019). ICT use by pre-service foreign languages teachers according to gender, age and motivation. Cogent Education, 6(1), 1–17.
https://doi.org/10.1080/2331186X.2019.1574693
Guillén-Gámez, F. D., Mayorga-Fernández, M. J, Bravo-Agapito, J., & Escribano-Ortiz, D. (2020). Analysis of teachers’ pedagogical digital competence: Identification of factors predicting their acquisition. Technology, Knowledge and Learning, 26(3), 481–498. https://doi.org/10.1007/s10758-019-09432-7
Hatlevik, O. E., & Christophersen, K.-A. (2013). Digital competence at the beginning of upper secondary school: Identifying factors explaining digital inclusion. Computers & Education, 63, 240–247.
He, T., & Li, S. (2019). A comparative study of digital informal learning: The effects of digital competence and technology expectancy. British Journal of Educational Technology, 0(0), 1–15. https://doi.org/10.1111/bjet.12778
Hidalgo, F. J. P., Parra, M. A. E. G., & Abril, C. A. H. (2020). Digital and media competences: Key competences for EFL teachers. Teaching English with Technology, 20(1), 43–59.
Hinojo-Lucena, F.-J., Aznar-Diaz, I., Cáceres-Reche, M.-P., Trujillo-Torres, J.-M., & Romero-Rodriguez, J.-M. (2019). Factors influencing the development of digital competence in teachers:
Analysis of the teaching staff of permanent education centres. IEEE Access, 7, 178744–178752. https://doi.org/10.1109/ACCESS.2019.2957438.
Ilomäki, L., Paavola, S., Lakkala, M., & Kantosalo, A. (2016). Digital competence – an emergent boundary concept for policy and educational research. Education and Information Technologies, 655–679. https://doi.org/10.1007/s10639-014-9346-4
Instefjord, E. J., & Munthe, E. (2017). Educating digitally competent teachers : A study of integration of professional digital competence in teacher education. Teaching and Teacher Education, 67, 37–45. https://doi.org/10.1016/j.tate.2017.05.016
Janssen, J., Stoyanov, S., Ferrari, A., Punie, Y., Pannekeet, K., & Sloep, P. (2013). Experts’ views on digital competence: Commonalities and differences. Computers & Education, 68, 473–481.
Jiménez-Hernández, D., González-Calatayud, V., Torres-Soto, A., Martinez Mayoral, A., & Morales, J. (2020). Digital competence of future secondary school teachers: Differences according to gender, age, and branch of knowledge. Sustainability, 12(22), 9473.
Karaca, F. (2015). An investigation of preservice teachers’ technological pedagogical content knowledge based on a variety of characteristics. International Journal of Higher Education, 4(4), 128–136.
Koehler, M. J., Mishra, P., Kereluik, K., Shin, T. S., & Graham, C. R. (2014). The technological pedagogical content knowledge framework. In handbook of research on educational communications and technology (4th ed) (pp. 101-111). Springer. https://doi.org/10.1007/978-1-4614-3185-5_9
Krumsvik, R. J. (2011). Digital competence in Norwegian teacher education and schools. Högre Utbildning, 1(1), 39–51.
Lave, J. & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. Cambridge University Press.
Lund, A., Furberg, A., Bakken, J., & Engelien, K. L. (2014). What does professional digital competence mean in teacher education? Nordic Journal of Digital Literacy, 2014(4), 281–299. https://doi.org/10.18261/issn1891-943x-2014-04-04
Miguel-Revilla, D., Martínez-Ferreira, J. M., & Sánchez-Agustí, M. (2020). Assessing the digital competence of educators in social studies: An analysis in initial teacher training using the TPACK-21 model. Australasian Journal of Educational Technology, 36(2), 1–12.
Morante, M. del C. F., López, B. C., Otero, L. C., & León, F. M. (2023). Teachers’ dDigital competence: The case of the university system of Galicia. NAER: Journal of New Approaches in Educational Research, 12(1), 62–76.
Olofsson, A. D., Fransson, G., & Lindberg, J. O. (2019). A study of the use of digital technology and its conditions with a view to understanding what ‘ adequate digital competence’ may mean in a national policy initiative. Educational Studies, 00(00), 1–17.
https://doi.org/10.1080/03055698.2019.1651694
Rashidi, N., & Mohammadineku, H. (2015). A comparison of Iranian ELF vs. non-EFL teachers’ “knowing” of learner autonomy. Iranian Journal of Applied Language Studies, 7(1), 129-150.
Redecker, C., & Punie, Y. (2017). European Framework for the Digital Competence of Educators: DigCompEdu. Publications Office of the European Union.
Røkenes, F. M., & Krumsvik, R. J. (2014). Development of student teachers’ digital competence in teacher education. Nordic Journal of Digital Literacy, 2014(4), 250–280. https://doi.org/10.18261/ISSN1891-943X-2014-04-03
Rubio Gragera, M., Cabero Almenara, J., Llorente Cejudo, M. del C., & Palacios Rodríguez, A. de P. (2023). Study of teachers’ digital competence in official language Schools in Andalusia (Spain) and its relationships with gender and age variables. Revista de Psicologia, Ciències de l’Eduació i de l’Esport, 41 (1), 52-58.
Salehizadeh, S., Shabani, M., & Malmir, A. (2020). Professionalism: The perceptions of Iranian English teachers of competence and performance in language teaching.
Iranian Journal of English for Academic Purposes, 9(1), 1–14.
https://dorl.net/dor/20.1001.1.24763187.2020.9.1.1.8
Sánchez-Caballé, A., & Esteve-Mon, F. M. (2022). Digital teaching competence of university teachers: A comparative study at two European universities. Australasian Journal of Educational Technology, 38(3), 58–69.
Sánchez Prieto, J., Trujillo Torres, J. M., Gómez García, M., & Gómez García, G. (2020). Gender and digital teaching competence in dual vocational education and training. Education Sciences, 10(3), 84.
Sarani, A., & Gani Khoosf, S. (2014). Unpeeling the onion: On the relationship among Iranian EFL teachers’ home-culture attachment and its underlyig components with their emotional intelligence. Iranian Journal of Applied Language Studies, 6I(2), 103-118.
Sarani, A., Alibakhshi, G., & Molazehi, H. (2014). On application of critical pedagogy principles by ELT instructors and subject teachers: A case of Iranian universities. Journal of Research in Applied Linguistics, 5(2), 41-56.
Sarani, A., & Rezaee, A. (2017). Job performance of Iranian English teachers: Do teaching experience and gender make a difference?. Iranian Journal of Englsih for Academic Purposes, 6(2),
Shooshtari, Z., Razavipour, K., & Takrimi, A. (2019). EFL pre-service teachers’ concers: A reflctive practice. Iranian Journal of Applied Language Studies, 11(2), 191-211.
Siddiq, F., Scherer, R., & Tondeur, J. (2016). Teachers’ emphasis on developing students’ digital information and communication skills (TEDDICS): A new construct in 21st century education. Computers & Education, 92, 1–14.
Tondeur, J., Pareja Roblin, N., van Braak, J., Voogt, J., & Prestridge, S. (2017). Preparing beginning teachers for technology integration in education: Ready for take-off? Technology, Pedagogy and Education, 26(2), 157–177.
Yoon, S. H. (2022). Gender and digital competence: Analysis of pre-service teachers’ educational needs and its implications. International Journal of Educational Research, 114, 101989.
)