Competencias digitales docentes y formación continua: una popuesta desde el paradigma cualitativo / Digital competencies for teachers and continuing education: A proposal from the qualitative paradigm
The changes and transformations experienced in today's world have led to daily use of digital technologies shaping new ways of living and working, and the educational field has been no exception. Given the need to digitally enable teachers to improve their pedagogical practice in the society of...
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| Format: | Article |
| Language: | English |
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Servicio de Publicaciones de la Universidad de Extremadura
2023-07-01
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| Series: | Revista Latinoamericana de Tecnología Educativa |
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| Online Access: | https://relatec.unex.es/article/view/4722 |
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| author | Rosendo Centeno-Caamal Luis Alan Acuña-Gamboa |
| author_facet | Rosendo Centeno-Caamal Luis Alan Acuña-Gamboa |
| author_sort | Rosendo Centeno-Caamal |
| collection | DOAJ |
| description | The changes and transformations experienced in today's world have led to daily use of digital technologies shaping new ways of living and working, and the educational field has been no exception. Given the need to digitally enable teachers to improve their pedagogical practice in the society of the 21st century, this study sought to define the indicators that can serve as a basis for designing a model of continuous training in digital competencies for teachers using a qualitative research approach. A rigorous content analysis of institutional materials, semi-structured interview reports and focus group reports was carried out, with their triangulation leading to the design guidelines. The results indicate that the role of digital technologies in the educational process analyzed is meager; the participating teachers state that a continuous training strategy is required to meet their specific needs, and that the emerging digital competencies should focus on the creation of content and the implementation of the hybrid modality. Although these findings are not generalizable, as they do not relate to a specific environment, the analysis process is replicable and can be used in other environments. It is concluded that it is essential to have a continuous training model that makes use of a technology adaptable to the particular needs of the contexts in which it is to be implemented. |
| format | Article |
| id | doaj-art-1f668f982c25421aaa6fd7406adaec60 |
| institution | DOAJ |
| issn | 1695-288X |
| language | English |
| publishDate | 2023-07-01 |
| publisher | Servicio de Publicaciones de la Universidad de Extremadura |
| record_format | Article |
| series | Revista Latinoamericana de Tecnología Educativa |
| spelling | doaj-art-1f668f982c25421aaa6fd7406adaec602025-08-20T03:17:36ZengServicio de Publicaciones de la Universidad de ExtremaduraRevista Latinoamericana de Tecnología Educativa1695-288X2023-07-01222119134https://doi.org/10.17398/1695-288X.22.2.119Competencias digitales docentes y formación continua: una popuesta desde el paradigma cualitativo / Digital competencies for teachers and continuing education: A proposal from the qualitative paradigmRosendo Centeno-Caamal0https://orcid.org/0000-0002-7815-0477Luis Alan Acuña-Gamboa1https://orcid.org/0000-0002-8609-4786Universidad Autónoma de Querétaro (Mexico)Universidad Autónoma de Chiapas (Mexico)The changes and transformations experienced in today's world have led to daily use of digital technologies shaping new ways of living and working, and the educational field has been no exception. Given the need to digitally enable teachers to improve their pedagogical practice in the society of the 21st century, this study sought to define the indicators that can serve as a basis for designing a model of continuous training in digital competencies for teachers using a qualitative research approach. A rigorous content analysis of institutional materials, semi-structured interview reports and focus group reports was carried out, with their triangulation leading to the design guidelines. The results indicate that the role of digital technologies in the educational process analyzed is meager; the participating teachers state that a continuous training strategy is required to meet their specific needs, and that the emerging digital competencies should focus on the creation of content and the implementation of the hybrid modality. Although these findings are not generalizable, as they do not relate to a specific environment, the analysis process is replicable and can be used in other environments. It is concluded that it is essential to have a continuous training model that makes use of a technology adaptable to the particular needs of the contexts in which it is to be implemented.https://relatec.unex.es/article/view/4722digital literacyinservice teacher educationqualitative researchteaching modelsteacher education programs |
| spellingShingle | Rosendo Centeno-Caamal Luis Alan Acuña-Gamboa Competencias digitales docentes y formación continua: una popuesta desde el paradigma cualitativo / Digital competencies for teachers and continuing education: A proposal from the qualitative paradigm Revista Latinoamericana de Tecnología Educativa digital literacy inservice teacher education qualitative research teaching models teacher education programs |
| title | Competencias digitales docentes y formación continua: una popuesta desde el paradigma cualitativo / Digital competencies for teachers and continuing education: A proposal from the qualitative paradigm |
| title_full | Competencias digitales docentes y formación continua: una popuesta desde el paradigma cualitativo / Digital competencies for teachers and continuing education: A proposal from the qualitative paradigm |
| title_fullStr | Competencias digitales docentes y formación continua: una popuesta desde el paradigma cualitativo / Digital competencies for teachers and continuing education: A proposal from the qualitative paradigm |
| title_full_unstemmed | Competencias digitales docentes y formación continua: una popuesta desde el paradigma cualitativo / Digital competencies for teachers and continuing education: A proposal from the qualitative paradigm |
| title_short | Competencias digitales docentes y formación continua: una popuesta desde el paradigma cualitativo / Digital competencies for teachers and continuing education: A proposal from the qualitative paradigm |
| title_sort | competencias digitales docentes y formacion continua una popuesta desde el paradigma cualitativo digital competencies for teachers and continuing education a proposal from the qualitative paradigm |
| topic | digital literacy inservice teacher education qualitative research teaching models teacher education programs |
| url | https://relatec.unex.es/article/view/4722 |
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