This study aims to develop and validate an instrument to analyse future Secondary Education teachers' perceptions regarding the development of Teachers' Professional Identity (TPI). The data were collected from a sample of 733 participants who were students enrolled in the Master's Degree for Secondary Education teachers. The psychometric properties of the instrument were obtained by analysing content, and comprehension validity, construct validity and reliability. A first subsample was used for an Exploratory Factor Analysis, and a second one to verify the identified factor structure via Confirmatory Factor Analysis. The instrument is made up of 31 items in four scales namely the understanding of TPI, the development of TPI at various educational levels, the development of TPI in comparison with that of other professionals and the influencing factors. The results show that it has high levels of validity and reliability. Therefore, it provides TPI research field with an instrument to assess it during the initial teacher training period in consecutive training models where it seems to occur more identity crisis.

Moodle is an open-source learning management system that is widely used today, especially in higher education settings. Although its technological acceptance by undergraduate students has been extensively studied in the past, very little is known about its acceptance by university professors. In particular, as far as we know, the literature contains no previous experiences related to South American teachers. This paper aims to bridge this gap by quantifying and analyzing the drivers of Moodle’s technological acceptance among Ecuadorian academic staff. Considering the responses of 538 teachers and taking a modified UTAUT2 model as a theoretical basis, we found that Ecuadorian teachers have high levels of acceptance of Moodle, regardless of their age, gender, ethnicity, or discipline. However, this acceptance is significantly higher in teachers with high levels of education and with considerable previous experience with e-learning systems. The main determinants of this acceptance are attitude strength, effort expectancy, performance expectancy, and facilitating conditions. We found no moderating effects in relation to the age, gender, or previous experience of the participants (including second- and third-order interactions derived from these variables). We conclude that, albeit moderately (e.g., adjusted $R^2=0.588$), the model tested confirms the predictive power of the part of UTAUT2 that was inherited from UTAUT.

The construction of teachers’ professional identity (TPI) is a key issue in current research, so a wide range of scholars has focused their interest on that topic. Its construction and evolution are influenced by a wide range factors (personal, professional and contextual) along the initial training period. This review aims to know how TPI within initial training among Secondary Education teachers evolves, how teacher training programs approach it and which elements may influence its development. Therefore, a meta-analysis was used to examine the existing literature between 1990 and 2019. A total of 35 research studies were analysed showing an increase temporal tend coinciding in the definition of the main term (TPI) and the need to train it within initial training as well as the influence of determining factors in its construction, so they develop their commitment with future career. To conclude, this work makes a useful and updated contribution to the field and it brings insights regarding where investigation should go further in order to meet educational needs and societal demands.

Moodle is a learning management system (LMS) widely distributed on a global scale and therefore studied in the context of blended learning. Although the literature includes important contributions on satisfaction evaluations of this LMS, to the best of our knowledge, no investigations exist providing a quantitative summary of them. In this sense, we focus on summarizing the degree of global technological satisfaction that users have about Moodle, specifically in the context of Higher Education. A meta-analysis of proportions was carried out on the studies published from 2001 to 2019. The degree of technological satisfaction regarding Moodle was considered the effect size. Results show that Moodle gave users a high degree of technological satisfaction (effect size of 0.78 with a 95% confidence interval of 0.72 to 0.84). These results have a moderate but significant heterogeneity of 67%. It was also observed that this effect size is not sensitive to factors such as the number of participants, the application of an evaluation standard and the comparison of Moodle with other LMSs. However, participant type (lecturer or student) was a significant moderator variable. No publication bias was observed (p-value of the Egger test> 0.05).

This study is to design and validate an instrument to evaluate the level of development of teaching competences (academic, social, personal, and instrumental) of the university teachers. Exploratory and confirmatory analyses are applied to validate the theoretical model. The results confirm that the University Teaching Competence Scale is a valid instrument to evaluate this set of competences.