Análisis de la perspectiva digital en los marcos de competencias docentes en Educación Superior en España

Buils, Sara; Mon, Francesc Marc Esteve; Sánchez-Tarazaga, Lucía; Ainsa, Patricia Arroyo

doi:10.5944/ried.25.2.32349

Cited by 7 publications

(9 citation statements)

References 27 publications

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“…This has allowed us to confirm, therefore, the value of experiences based on prototyping for the development of competences and the acquisition of socially relevant knowledge, as stated in [27]. This points to the need to train university students in digital competences [12] so that they acquire a series of transversal skills necessary for their professional future (in this case, those related to the professional profile of the field of social education).…”

Section: Social Media Labs As Mediation Tools For the Development Of ...supporting

confidence: 64%

“…The role of universities, with degrees focused on subjects linked to social innovation, is a fundamental factor in social development. It is essential to transform traditional centres into spaces for dialogue, into creative ecosystems, simultaneously dedicated to reflection and debate, research and production, training, and socialisation [12]. In this sense, the new modalities of democratisation of technology and knowledge in laboratories and the practice of prototyping are relevant in the context of transdisciplinarity, the emergence of new research methods, and the need to be creative when it comes to procuring resources (tangible and intangible) for the generation of collective knowledge.…”

Section: Social Media Laboratories In Universitiesmentioning

confidence: 99%

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Social Media Labs in the Social Education Degree: Exploring Digital Competences of University Students

2022

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Social media labs, as spaces for experimentation, have recently become one of the main mechanisms for innovation. The role of universities, with degrees focused on subjects linked to social innovation, can be a fundamental factor in social development. It is essential to transform traditional centres into spaces for dialogue, into creative ecosystems, simultaneously dedicated to reflection and debate, research and production, training, and socialisation. Within this framework, we carried out ethnographic research on the implementation of a social media laboratory developed with social education students during the last two academic years at the faculty of education in Palencia. The results provide evidence of the development by university students in some skills related to creativity, reflection, and debate, as well as various digital skills. In line with the existing literature, we show how the social media laboratory enables the acquisition of knowledge situated in the social reality of the environment that is of great use to future social educators, as well as some of its limitations in these processes of experimentation and social innovation.

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Section: Social Media Labs As Mediation Tools For the Development Of ...supporting

confidence: 64%

Section: Social Media Laboratories In Universitiesmentioning

confidence: 99%

Social Media Labs in the Social Education Degree: Exploring Digital Competences of University Students

2022

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“…Así pues, las competencias docentes están siendo cada vez más tenidas en cuenta en investigación, aunque en la etapa universitaria no existe tanta literatura como en los niveles de educación primaria y secundaria (Borko, 2004;Day y Sachs, 2004;Richardson, 2001), lo cual es necesario para atender a las necesidades del profesorado y motivar el desarrollo de sus habilidades profesionales. Por ello, a pesar de la complejidad de las competencias y de la dificultad de que todas ellas se adquieran y se desarrollen en el mismo grado (Sánchez-Tarazaga, 2016), ha crecido el interés en caracterizar el nuevo perfil docente que facilite el desarrollo competencial durante la carrera profesional, recopilando y analizando las competencias requeridas para un adecuado desempeño (Buils et al, 2022;Manso y Valle, 2013).…”

Section: Marcos De Referencia De Las Competencias Docentes En Educaci...unclassified

Competencias Docentes Para El Desarrollo Profesional en La Universidad Actual

Buils

Ainsa²,

Sánchez-Tarazaga³

et al. 2023

jospoe

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We are witnessing a growing interest in characterising the teaching competences that should configure the profile of current teachers in all educational stages, including university. Despite the complexity in its conceptualization and heterogeneity of proposals, it is necessary to address this issue due to its importance in teacher training and professional development. To this end, this research aims to analyse, with a documentary and content analysis, the frameworks of teaching competences of university professors in the Spanish context since the beginning of the century, through a review of reviews. On the one hand, we analyse the teaching competences proposed by reference frameworks to establish a synthesis of the main competences to be developed. And on the other hand, we identify the competences established in the teaching competence frameworks, based on the proposed reference competence framework. Although the difficulty in unifying the basic skills of university teaching staff, many similarities have been obtained in the frameworks, being the learning management and psychopedagogical competences the most common among them. Identifying trends in competency frameworks can help university institutions to better understand and use them.

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“…Este tipo de revisión implica un nivel terciario de análisis donde se sintetizan revisiones anteriores, cuando existen ya ~ 66 ~ numerosas revisiones sistemáticas sobre el tema de investigación en cuestión (Polanin et al, 2017). Un ejemplo en nuestro contexto de investigación es el estudio de Buils et al (2022), que establece como objetivo principal conocer la perspectiva digital que se plantea en los diferentes marcos de competencias docentes en educación superior en el contexto español.…”

Section: Tipos De Revisionesunclassified

La revisión sistemática en la investigación en Tecnología Educativa: observaciones y consejos

Marín

2022

RiiTE

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The use of systematic reviews started in Health Sciences as a way to synthesise and accumulate the results of different primary studies, as well as to identify research gaps that point to future lines of work. In recent years, systematic reviews in the field of educational research, and especially, in Educational Technology, seem to be on the rise. However, documentation of this methodology in Educational Technology, especially in a Spanish-speaking context, is scarce. This article therefore aims to provide guidance on initiating systematic reviews for those researching in Educational Technology. First, a clear conceptualisation of the terminology covering the umbrella term systematic review is provided and its phases are detailed. Furthermore, conceptual and digital frameworks and tools that can support such a process are presented. Using an example case in Educational Technology, the phases and tools of a systematic review are illustrated and detailed, as well as the challenges involved. Some considerations are made in relation to the methodology and advice is offered on how to deal with them. Finally, future lines of work are suggested for the development of the systematic review as a research methodology in Educational Technology. El uso de revisiones sistemáticas se inició en las Ciencias de la Salud como una forma de sintetizar y acumular los resultados de diferentes estudios primarios, así como también para identificar lagunas en la investigación que apunten hacia líneas futuras de trabajo. En los últimos años la realización de revisiones sistemáticas en el campo de la investigación educativa y, en especial, en Tecnología Educativa, parece estar en auge. No obstante, la documentación de esta metodología en Tecnología Educativa, especialmente en contexto hispanohablante, es escasa. Por tanto, este artículo tiene como objetivo orientar en la iniciación de la realización de revisiones sistemáticas a las personas que investigan en Tecnología Educativa. En primer lugar, se realiza una conceptualización clara de la terminología que cubre el término paraguas de revisión sistemática y se detallan sus fases. Además, se presentan marcos y herramientas conceptuales y digitales que pueden apoyar dicho proceso. Mediante un caso de ejemplo en Tecnología Educativa, se ilustran y detallan las fases y herramientas de una revisión sistemática, así como los retos derivados. Se realizan algunas consideraciones en relación a la metodología y se ofrecen consejos para afrontarlas. Finalmente, se sugieren líneas de trabajo futuras para el desarrollo de la revisión sistemática como metodología de investigación en Tecnología Educativa.

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Análisis de la perspectiva digital en los marcos de competencias docentes en Educación Superior en España

Cited by 7 publications

References 27 publications

Social Media Labs in the Social Education Degree: Exploring Digital Competences of University Students

Social Media Labs in the Social Education Degree: Exploring Digital Competences of University Students

Competencias Docentes Para El Desarrollo Profesional en La Universidad Actual

La revisión sistemática en la investigación en Tecnología Educativa: observaciones y consejos

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