Training and Educational Innovation: An Evaluative Perspective of the Digital Teaching Competence

This article analyzes the assessment of four development levels Digital Teaching Competence (DTC) to recognize needs and formulation challenges in training educational innovation required pedagogical practices university professors under current context Covid-19 pandemic. The study used an empirical-analytical methodology with a non-experimental, transactional, descriptive design. sample design was probabilistic, estimated 95% confidence 5% error among 252 teachers from various faculties University La Guajira (Colombia). selected instrument corresponded rubric's application evaluate professor's digital teaching competence Latin America. Among study's significant results, we highlight that rubric presented high Cronbach's alpha reliability (α: 0.947). In general DTC development, it 78.2% are first two (Beginning Middle). evaluation allows identifying opportunities teacher must address advance professional professors.