The main objective of this study is to develop a self-report instrument to measure preservice teachers’ ICT competencies in education. The questionnaire items of thisinstrument are based on an existing comprehensive framework and were created withinput from experts in the field. The data were collected from a sample of 931 final-year preservice teachers in Flanders (Belgium). A first subsample was used for an exploratory factor analysis,and a second one to verify the identified factor structure via confirmatory factor analysis. A two-factor structure of ICT competencies was identified: (1) compe-tencies to support pupils for ICT use in class and (2) competencies to use ICT for instruc-tional design. This two-factor structure was confirmed in the confirmatory factoranalysis. Recommendations are made on how this reliable instrument can help assessthe level and progress of preservice teachers’ ICT competencies

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