Cultura profesional y TIC en la formación del profesorado en tiempos de crisis: la percepción de los docentes

Abstract

En este artículo analizamos algunas razones básicas que explicarían las dificultades que el profesorado y los centros de Primaria han tenido para adaptarse a los cambios producidos por la pandemia. Para ello, nos basaremos en los resultados de dos investigaciones del grupo Stellae (USC). De la primera, utilizaremos los datos de las entrevistas a docentes de las Facultades de la USC que imparten la titulación de Magisterio, recogiendo sus percepciones sobre la construcción del conocimiento y la cultura profesional. De la segunda, usaremos los resultados de las entrevistas a un grupo de profesores especialistas en TIC, junto con las entrevistas realizadas a docentes de dos centros seleccionados por sus buenas prácticas, analizando sus percepciones sobre el uso escolar de las TIC y los Materiales Didácticos Digitales. Terminaremos con un breve análisis de cómo han de cambiar los procesos de formación docente, para hacer frente a las incertidumbres y nuevos desafíos que afronta la escuela en tiempos de crisis. In this paper, we analyzed some reasons that would explain the difficulties that teachers and primary schools had in adapting to the changes produced by the COVID 19 pandemic. For this, we start from the results of two investigations by the Stellae group (USC). From the first, we will use the data from the interviews with professors from the Faculties of the USC that confer the degree of Teaching, collecting their perceptions about the construction of knowledge and professional culture. From the second, we will use the results of interviews with a group of ICT teachers, together with interviews and observations made with teachers from two centers selected for their good practices, analyzing their perceptions about the school use of ICT and Materials Digital didactics. We will end with a brief analysis of how teacher training processes must change, in order to deal with the uncertainties and new challenges that the school faces in times of crisis.

Challenges in Training and Educational Innovation: An Evaluative Perspective of the Digital Teaching Competence in the Context of a Pandemic

“…The formulation of the challenges is complemented by the need for permanent technological and pedagogical support for teachers through training and support spaces that fundamentally favor the transition to current learning scenarios. The results of this study coincide with those of other authors [47][48], highlighting the lessons learned from virtual and hybrid learning models that have been implemented or strengthened to face the challenges of higher education in pandemic times. Higher education institutions must prioritize the active role of teachers in training to take on the challenges of research and pedagogical innovation in the digital world.…”

COVID and ICT in Primary Education: Challenges Faced by Teachers in the Basque Country

“…In fact, this study has shown that primary school teachers in the BCAR have been overloaded with work due to the need to redesign and reorganise subjects, as shown by previous studies [16,17]. In this line, studies such as those by Álvarez-Núñez et al [45] and Hortigüela-Alcalá et al [46] highlight among the most relevant difficulties perceived by teachers in primary schools some of the conclusions derived from the present study. Among them, the following stand out: The digital gap between students from different social contexts; difficulties of VLEs when dealing with a large number of participations in a limited period of time; lack of support from the educational administration; lack of support and coordination of the center team and its teaching staff.…”

Formación Inicial Docente en la Adquisición de Estrategias Didácticas Inclusivas con TIC

“…Al respecto, los participantes de esta investigación sostenían que las estrategias metodológicas de corte innovador como el flipped classroom, el aprendizaje cooperativo o la gamificación, promueven una capacitación holística del profesorado y la sensibilización para alcanzar una escuela y una sociedad comprometida con la educación inclusiva. Estos resultados son coincidentes con otros estudios (Álvarez-Núñez et al, 2021;Lara-Lara et al, 2023;Menjívar, 2017;Peralta-Lara y Guamán-Gómez, 2020;Rodríguez-Jiménez et al, 2019) en los que se expone cómo han de transformarse los procesos de formación docente mediante la aplicación de estrategias y recursos tecnológicos para hacer frente a los desafíos con los que se encuentran las escuelas del siglo XXI.…”