The current international landscape shows that the most common alternative for the continuity of formative learning processes during the coronavirus pandemic has been the use the of e-learning to support children’s learning in environments outside of school. This forced change in teaching methods has consolidated the recognition that the digital skills of teachers are a relevant factor for the sustainability of education, both during the pandemic and in a future post-pandemic period or in other emergencies. In this sense, the objective of this study carried out between May and September 2020 was to determine the perceptions of 427 teachers from 15 countries about their digital competences in working with m-learning in primary education using a Montessori approach. The results of the questionnaire showed that teachers perceive their digital competences as inert and not very effective for innovation compared with the subsistence of traditional pedagogical practices, to deal with unpredictable situations or to generate differentiated adaptations for an inclusive education. The results of this study also serve as empirical support for establishing four training dimensions that can be considered priorities for the construction and implementation of a teacher training model that contributes to the sustainable development of education.
Este estudio analiza la percepción de los profesores respecto al desarrollo de competencias a partir de proyectos de el aprendizaje de servicio (ApS). ApS es una metodología activa en la que se combina aprendizaje académico y formación para la ciudadanía y la responsabilidad social. A pesar de que el enfoque de los proyectos suele estar en el aprendizaje de los alumnos, las experiencias en ApS permiten una construcción global y holística del conocimiento. Esta investigación, fundamentada en un paradigma mixto, ha aplicado un cuestionario semi-estructurado a 34 profesores de España, Portugal y diferentes países de América Latina que han participado en proyectos de ApS. Los resultados evidencian una percepción positiva de los docentes respecto a la adquisición de competencias relacionadas con el ApS. Sin embargo, el estudio advierte de la necesidad de formación específica para esta metodología en concreto.
Com o objetivo de medir o desenvolvimento do aprendizado reflexivo impulsionado pela avaliação de portfólios na Educação a Distância (EAD), partiu-se de uma pesquisa que trata das variáveis que influenciam os processos reflexivos, levando em consideração a diversidade, estudos prévios e as diferentes nacionalidades dos participantes. O estudo demonstrou as possibilidades da avaliação com portfólio como ferramenta para a formação de professores, tanto como registros dos resultados quanto para promoção da reflexão sobre a prática e possíveis melhorias nos processos de aprendizagem. As análises estatísticas e descritivas concluem que tanto a modalidade a distância quanto o uso do portfólio cooperam em processos reflexivos dos professores em formação, sustentados também pela interculturalidade.
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