The vertiginous advance of society in recent years has forced a modification of demands among citizens and educators. The arrival of information and communication technologies to the educational atmosphere has led to the development of the digital competence of teachers, which is one of the educational challenges teacher training has to face now. Based on this, this work intends to carry out an evaluation of the development of digital competence in teachers of the Lifelong Learning stage in the community of Andalusia (Spain). In order to do so, a quantitative and transversal work design was used, with a sample of 142 teachers from different schools in this area. The results showed a deficit of teachers in the five digital dimensions, especially in the creation of digital content. It was also clarified that there was a direct relationship between previous information and communication technology (ICT) training and the dimensions of communication and collaboration, and content creation. Finally, the work here showed that the teachers concerned with preservice ICT training were young and with less than 10 years of experience. In conclusion, the development of digital teaching competence continues to be a challenge for the education system which must therefore be addressed, and it shall continue to be a key issue in the training of current teachers, as it is indeed a fundamental pillar for promoting a new way of teaching, being the only way to develop an areal teaching innovation panorama.
La competencia digital es una de las siete competencias clave para el aprendizaje a lo largo de la vida. Más específicamente, la competencia digital docente abarca el conjunto de conocimientos, habilidades, destrezas, capacidades y actitudes relacionadas con el uso crítico y creativo de las tecnologías aplicadas a los contextos educativos para maximizar el éxito de los procesos de enseñanza-aprendizaje.Esta investigación tiene por objetivo estudiar la competencia digital docente de una muestra de profesores de educación de adultos en un contexto español. Para ello, se ha llevado a cabo un estudio trasversal, cuantitativo y descriptivo con una muestra de 140 profesores de Andalucía (España). Los análisis estadísticos realizados (descriptivo-inferencial) determinan que el nivel de competencia se sitúa en torno a niveles intermedios, especialmente en lo que respecta a las habilidades para comunicarse y colaborar con los demás; y bajos en el resto de áreas competenciales, especialmente en lo que se refiere a la resolución de problemas técnicos. De igual modo, se comprueba que la categoría profesional, la formación previa en TIC, el nivel de estudios y la edad son variables que influyen en el mayor o menor desarrollo de la competencia digital docente.
En este artículo se analizan las percepciones sobre la distribución del liderazgo e implementado por el uso de las TIC presentan los órganos de gobierno y de coordinación didáctica de los institutos de educación secundaria de la ciudad Autónoma de Melilla. Para ello, estudiamos las dimensiones Liderazgo distribuido (LD) y TIC de la Tesis doctoral: Análisis del Liderazgo distribuido en contextos multiculturales y su incidencia en la Autonomía pedagógica y organizativa de los IES de Melilla a través de las TIC.Se ha empleado una metodología mixta. En la investigación cuantitativa se ha trabajado con una muestra invitada (población) de 181 profesores, de los que 164 (90,60%) han aceptado colaborar en el estudio, pero finalmente han contestado 145 (80,11%). Se ha completado el estudio con 8 entrevistas semiestructuradas a profesores pertenecientes a equipos directivos y a coordinadores de proyectos educativos.Los resultados apuntan que los equipos directivos distribuyen las funciones el liderazgo educativo, a pesar de que las TIC no se emplean abiertamente para implementar tales funciones.
This work was supported by the teaching practice. In it, we try to reflect on the output profile of the graduate student Teacher Training College. The article presented here includes a summary of the relevant aspects collected from a descriptive study, by applying a questionnaire to the student trainees. We conducted interviews with the governing body and some teachers. In order to talk about the profile it was necessary to analyse carefully the beliefs, opinions and performance of teaching, based on the following issue: will the students trained in Teacher Training College have an ideal output profile capable of exercise with pedagogical mastery the teaching profession? We have formulated the following general and specific objectives. General: To reflect on the output profile and the needs of the training offer that graduate students from T.T.C receive in terms of quality, skills, adaptation, and the different requirements on the models required by the Ministry of Education.Keywords: Output profile; Teaching practice; Quality training; Skill; teaching Initial formation
ResumenEste trabajo parte de la base del contexto de la formación del alumnado en prácticas formados en de la Escuela de Formación de Profesorado de Angola. Procuramos describir el perfil de salida de los educandos formados en la institución, sabiendo que son los futuros docentes del país. Se trata de un estudio descriptivo en el que se ha aplicado un instrumento de corte cuantitativo, como es el cuestionario al alumnado en
The article aims to analyze the degree of professional motivation of the teachers of primary schools in the periphery of zone B in the development of their teaching activities, in a population of 271 subjects and a final sample of 200 teachers and 4 directors. To carry out this research, a questionnaire was applied to teachers that follow a Likert scale, with 71 variables related to professional motivation. Interviews were also conducted with members of the selected schools. Different statistical analyzes were carried out for the processing of the collected information, such as the application of the test of the two halves of Guttmann and the coefficient of Spearman Brown, with a reliability of the results showing the internal consistency of the instruments used in this study (0.993). The results indicate that teachers outside schools have a professional motivation level lower than school teachers in urban areas, given the numerous labor difficulties they face daily in schools. From the perspective of teachers, their level of job satisfaction can improve when they see that the basic problems that have to do with their professional success are solved, including among these solutions the decrease in the number of students in the classes.
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