Formación docente en línea a distancia. Un análisis de los perfiles y la opinión de los profesores

García, Melchor Gómez; Hamed, Moussa Boumadan; Poyatos, César; Valera, Roberto Soto

doi:10.6018/reifop.423001

Cited by 11 publications

(6 citation statements)

References 19 publications

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“…However, they the lack digital skills that include lifelong learning, the optimal use of ICT, and their implementation of active methodologies [59]. In general, they show skills acquired during their time as students, such as browsing, interacting, sharing information, and storing and retrieving data and digital content [60]. In this sense, the teaching experience is negatively correlated with digital competence and with its integration and pedagogical use in the classroom [26,61].…”

Section: Age Gender and Teaching Experiencementioning

confidence: 99%

Mathematics Teachers’ Perceptions of the Introduction of ICT: The Relationship between Motivation and Use in the Teaching Function

et al. 2020

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Digital self-efficacy and the amount of perceived support from the school can improve teachers’ motivation to increase the use of information and communication technology (ICT) in the classroom. Likewise, attitude, perception, gender, and experience of mathematics teachers are factors that influence their use of ICT. This study aimed to analyze the profiles of mathematics teachers, determine the existence of differences between them, and identify the sample size necessary to detect significant differences. A total of 73 high school teachers were included in this cross-sectional study. Teaching practice, ICT resources, ICT in the classroom, skills, and uses of ICT were assessed through a validated 19-item questionnaire. Statistical analysis revealed that the required sample to detect significant differences was 53 subjects. Further, 67.21% of the mathematics teachers surveyed in Melilla were younger than 40 years of age, and 62.30% had less than 6 years of teaching experience. In addition, 81.97 and 47.54% of mathematics teachers stated that they consider themselves to have sufficient ICT resources at home for their work and in the classroom, respectively. Through different clusters, mathematics teachers can be identified and classified according to their motivational and competence profiles in pedagogical and digital areas. In addition, young teachers with some teaching experience had positive perceptions of technology, as reflected by high scores in the motivation indicator for ICT.

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Section: Age Gender and Teaching Experiencementioning

confidence: 99%

Mathematics Teachers’ Perceptions of the Introduction of ICT: The Relationship between Motivation and Use in the Teaching Function

et al. 2020

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“…New training contexts are demanded in a digital environment that is rapidly changing. In short, new training scenarios must be considered in order to respond to new forms of learning [36], and to be successful in these scenarios, teachers need to have a good techno-pedagogical training that enables them to have control over the use of technological resources in their teaching practice, and in parallel, access to technical training on the use of different digital tools that give them security in the implementation of the sessions; all this at the service of an innovative pedagogical experience [37,38]. This is a necessity that has been magnified in the current situation with the Covid-19 pandemic, which has forced teachers to move their learning proposal to a digital environment in order to ensure continuity in the learning of their students.…”

Section: Discussionmentioning

confidence: 99%

What Factors Determine the Value of an Online Teacher Education Experience from a Teacher’s Perspective?

et al. 2020

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E-learning is currently at the center of interest in the educational community, in a situation of global pandemics that forces us to reduce attendance in all aspects of our lives. Online courses have had a bad reputation due to the distance between the tutor and the apprentice and the high dropout rates. The main purpose is to analyze the evaluations made by teachers on different features of a course, by examining variables like content, technology, activities, final work, and format. The analysis covers the 50 online courses that form part of the continuous training offer of the Regional Ministry of Education of the Community of Madrid in courses 17–18 and 18–19 in which 7501 teachers have participated. The opinion of each participant is collected from a questionnaire at the end of the training activity. This has been validated by a group of experts from the Regional Centre for Innovation and Training, belonging to the Community of Madrid, using the Delphi method. To develop the methodology, a linear multivariate model was calculated on the independent variables and the dependent variable Net Promoter Score (NPS). Most of the findings are related to two central variables in the educational approaches that occur in digital scenarios. What the group of teachers’ values most is the content of the proposal, while the factor that they consider least important is the technology that supports the development of the course. The rest of the variables analyzed have little impact on the recommendation of the courses. Nevertheless, conclusions suggest that combining factors such as content, technology, and pedagogy are essential in experiences like these.

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“…Coincidiendo en la relevancia de realizar previamente un análisis del conocimiento y habilidades digitales en el profesorado y de este modo diseñar las diferentes dimensiones y niveles, adaptados al mismo. Además, los formadores de profesores necesitan identificar la plusvalía pedagógica en su propio contexto de enseñanza y aprendizaje con las TIC para aumentar la motivación en los planes de formación definidos (Mercader & Gairín, 2020;Gómez García et al, 2020). Por lo tanto, es necesario diseñar nuevos planes de formación docentes que integren nuevos proyectos de innovación educativa y aprovechen al máximo las posibilidades que nos brindan las herramientas digitales orientadas a la educación y en consecuencia una mayor implicación institucional a través de planes estratégicos (Sánchez et al, 2017;Laskaris et al, 2017;Rodríguez-García et al, 2018).…”

Section: Trabajos Relacionadosunclassified

Diseño de acciones formativas para mejorar las competencias digitales del profesorado

Martínez España,

Muñoz,

Cantabella

et al. 2024

REIFOP

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The acquisition of the appropriate level of digital competences by university teaching staff is a current challenge that has been accentuated by the acceleration of the digital transformation that has occurred in many universities during the pandemic situation resulting from COVID-19. This article proposes the implementation of training actions as an alternative for the improvement of digital competences related to the creation of digital resources, the teaching-learning process, the evaluation of students and the empowering of these students. The methodology consists of a prior assessment of the lecturers’ digital competences through focus group interviews following the guidelines of the European Framework for the Digital Competence of Educators. From the results of these interviews are derived the needs that guide the design of the proposed training actions. The results of the evaluation of these actions show that the digital competence in evaluation is the least acquired by the teaching staff, while the teaching-learning and digital resources competences are the most established. The proposal of this work has been performed as a case study at the Catholic University of Murcia, Spain. La adquisición del nivel de competencias digitales adecuado por parte del profesorado universitario es un reto actual que se ha visto acentuado con la aceleración de la transformación digital ocurrida en muchas Universidades en la situación de pandemia derivada del COVID-19. Este artículo propone la realización de acciones formativas como una alternativa para la mejora de las competencias digitales relacionadas con la creación de recursos digitales, el proceso de enseñanza-aprendizaje, la evaluación y el empoderamiento de los alumnos. La metodología seguida consiste en una evaluación previa de estas competencias digitales del profesorado mediante entrevistas con grupos focales siguiendo las directrices del Marco Europeo para la Competencia Digital del Profesorado. De los resultados de estas entrevistas se derivan las necesidades que guían el diseño de las acciones formativas propuestas. Los resultados de la evaluación de estas acciones muestran que la competencia digital en evaluación es la que menor adquisición ha tenido por parte del profesorado, mientras que las competencias de enseñanza-aprendizaje y recursos digitales son las más asentadas. La propuesta de este trabajo se ha llevado a cabo como un caso de estudio en la Universidad Católica de Murcia, España.

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Formación docente en línea a distancia. Un análisis de los perfiles y la opinión de los profesores

Cited by 11 publications

References 19 publications

Mathematics Teachers’ Perceptions of the Introduction of ICT: The Relationship between Motivation and Use in the Teaching Function

Mathematics Teachers’ Perceptions of the Introduction of ICT: The Relationship between Motivation and Use in the Teaching Function

What Factors Determine the Value of an Online Teacher Education Experience from a Teacher’s Perspective?

Diseño de acciones formativas para mejorar las competencias digitales del profesorado

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