Özet:

Abstract This study analyzes the conceptions of digital teaching competence defended in referentials developed by Portugal (GEPE), Spain (INTEF), France, European Union, UNESCO and International Society for Technology in Education (ISTE). The objectives of this analysis are (i) to characterize the structure of skills presented by the different referentials, (ii) to identify the specificity of the referentials and (iii) to understand their main lines of action. The method used was inductive content analysis, supported by a data collection grid categorized according to the purpose of the study. As results, a comparative analysis is presented categorizing, specifying and identifying the main guidelines for teacher's digital competence. The relevance of the study is in the current context of the society that puts education and the teacher in the spotlight of an emerging agenda that translates into the need for guidelines for the continuing education of teaching professionals to develop digital skills that generate new pedagogical practices. The research can contribute to the scientific knowledge of future public policy projects in countries that wish to develop educational references, or for institutions of initial and continuous teacher education.

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