Teaching Professional Ethical Knowledge and Teaching Digital Skills in Higher Education

This paper analyzes the professional ethical knowledge of teachers in the use of technologies by teachers in training. It is intended to measure the correct inclusion of technologies in the classroom with the use of the Disciplinary Pedagogical Technological Knowledge model (TPACK). For this, a descriptive exploratory methodological design study was carried out. The instruments used have been the Likert scale questionnaire and the personal interview, organized into four dimensions, which are the self-perception of professional ethical knowledge, ethical knowledge of technology, pedagogical technological ethical knowledge, and disciplinary technological ethical knowledge of the future teachers. The questionnaire has been applied to a sample of 1.051 trainee teachers from a European university in the context of COVID-19 and 822 students participated in the interview. The results show the scarce training in professional ethical knowledge of teachers in training and the importance of addressing this knowledge in the twenty first century, a post-pandemic context. Another of the conclusions is the need to include the ethical component in the TPACK model to achieve correct and ethical use of digital resources in the classroom.