This systematic literature review provides an overview of quantitative research conducted between 2016 and 2021 on the digital competence of in-service school teachers. The main objective is to examine how the digital competence of in-service teachers is defined and measured, along with the explanatory factors influencing its development. The review focuses on databases such as Web of Science, Scopus, and the Education Resources Information Center. Through a rigorous selection process involving search terms, inclusion and exclusion criteria, and an assessment of article quality, 44 articles were chosen from an initial set of 1845. Findings reveal that the assessment of in-service teacher digital competence typically encompasses five dimensions: (1) planning and preparation of digital-based lessons, (2) use of digital technologies to support teaching practices, (3) implementation of classroom activities incorporating student use of digital technologies, (4) utilization of digital technologies to foster 21st-century skills in students, and (5) emphasis on student digital skills. Furthermore, studies in the field tend to prioritize the measurement of in-service teacher abilities to use digital technologies for instructional planning and as a teaching resource. There is less emphasis on measuring their competence in guiding student-centered activities or developing students’ skills. The primary factors explaining digital competence include sociodemographic characteristics, technology use, teaching practice, experience, and attitudes towards ICT. In conclusion, the results highlight the need for a greater consensus and specification regarding the operationalization of in-service teacher digital competences, as well as the improvement of measurement instruments.

中文翻译：

---

在职学校教师数字化能力定量研究的系统评述

本系统文献综述概述了 2016 年至 2021 年间针对在职学校教师数字能力进行的定量研究。主要目标是研究如何定义和衡量在职教师的数字能力，以及影响其发展的解释因素。该审查重点关注 Web of Science、Scopus 和教育资源信息中心等数据库。通过涉及搜索词、纳入和排除标准以及文章质量评估的严格选择过程，从最初的 1845 篇文章中选出了 44 篇。研究结果表明，对在职教师数字能力的评估通常包含五个维度：（ 1) 规划和准备数字化课程，(2) 使用数字技术支持教学实践，(3) 实施结合学生使用数字技术的课堂活动，(4) 利用数字技术培养 21 世纪技能(5) 重视学生的数字技能。此外，该领域的研究倾向于优先衡量在职教师使用数字技术进行教学规划和作为教学资源的能力。不太重视衡量他们指导以学生为中心的活动或培养学生技能的能力。解释数字能力的主要因素包括社会人口特征、技术使用、教学实践、经验和对信息通信技术的态度。总之，结果强调需要就在职教师数字能力的运作以及测量工具的改进达成更大的共识和规范。