Evolución de la percepción del docente de secundaria español sobre la formación en TIC

Alvarez-Herrero, Juan-Francisco

doi:10.21556/edutec.2020.71.1567

Cited by 10 publications

(6 citation statements)

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“…Moreover, for Spain, a stronger trend towards the digitization of school can be assumed since Spanish teachers participate in online teacher trainings above the average level (46%; OECD average: 36%; ibid.) and consider ICT skills to be of great importance [34]. Even though similar data are not available for Germany, related studies indicate a relatively low rate of teacher trainings concerning digital competencies [35] and a significantly lower use of digital media [36] in an international comparison.…”

Section: Comparison Of Ert In Germany and Spainmentioning

confidence: 99%

Teaching from a Distance—Math Lessons during COVID-19 in Germany and Spain

et al. 2021

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In 2020, Germany and Spain experienced lockdowns of their school systems. This resulted in a new challenge for learners and teachers: lessons moved from the classroom to the children’s homes. Therefore, teachers had to set rules, implement procedures and make didactical–methodical decisions regarding how to handle this new situation. In this paper, we focus on the roles of mathematics teachers in Germany and Spain. The article first describes how mathematics lessons were conducted using distance learning. Second, problems encountered throughout this process were examined. Third, teachers drew conclusions from their mathematics teaching experiences during distance learning. To address these research interests, a questionnaire was answered by N = 248 teachers (N1 = 171 German teachers; N2 = 77 Spanish teachers). Resulting from a mixed methods approach, differences between the countries can be observed, e.g., German teachers conducted more lessons asynchronously. In contrast, Spanish teachers used synchronous teaching more frequently, but still regard the lack of personal contact as a main challenge. Finally, for both countries, the digitization of mathematics lessons seems to have been normalized by the pandemic.

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Section: Comparison Of Ert In Germany and Spainmentioning

confidence: 99%

Teaching from a Distance—Math Lessons during COVID-19 in Germany and Spain

et al. 2021

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“…Following this line, we believe that this study is very useful to assess the current situation in terms of research on teacher training in ICT applied to students with disabilities. For all these reasons, it has been decided to carry out an exhaustive review of the current publications on university teacher training in ICT, because the correct training of university teachers in digital competences is reflected in an improvement in the teaching and learning processes of students [13].…”

Section: Of 15mentioning

confidence: 99%

Impact of University Teachers’ Technological Training on Educational Inclusion and Quality of Life of Students with Disabilities: A Systematic Review

Fernández‐Cerero

Rueda

Batanero

2023

IJERPH

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Higher education institutions moving towards the inclusive education model have to offer quality education for all students. In this sense, the use of technologies favours not only the education of people with disabilities, but also their quality of life. However, these people may encounter real problems of access to technologies due, among other factors, to the lack of teacher training, causing a public health problem. In this line, our study includes a systematic review of the literature that aims to know the impact of the technological training of university teachers in relation to educational inclusion and the improvement of the quality of life of students with disabilities. To this end, a search of the literature published in the last decade was carried out in six databases (Dialnet, Google Scholar, Scopus, Web of Science, ERIC, and SciELO), selecting 14 articles out of 1204 initial ones. The studies were analysed following the PRISMA methodology. The main findings are the scarcity of research literature on the digital competence of university teachers and its impact on the educational inclusion and quality of life of students with disabilities. Likewise, there is a clear lack of knowledge about the use of digital tools and a lack of knowledge about the different disabilities that teachers may encounter in higher education classrooms.

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“…La percepción docente se ha estudiado desde diferentes ámbitos de interés, por ejemplo, en torno a las actividades y el burnout (Oliveira et al, 2021), la gestión (Changanaqui & Huapaya, 2017), el uso de herramientas como las Tecnologías de la Información y la Comunicación (TIC), siendo este último un tema destacado (Álvarez, 2020;Garita-González, Gutierrez-Durán & Godoy-Sandoval, 2019). Con motivo de la pandemia por la COVID-19, las actividades educativas tuvieron una transformación radical, la cual alteró la percepción docente en cuanto a su labor (Santos et al, 2020), manifestando las dificultades presentes en la educación a distancia, además de la preocupación por la poca formación adquirida.…”

Section: Revisión De La Literaturaunclassified

Percepción del ejercicio docente universitario

Morales

Espinoza

Escobedo

et al. 2022

RELEP

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El presente trabajo busca analizar la estructura factorial con la que está compuesta la percepción del ejercicio docente universitario desde la perspectiva de los alumnos. Esta investigación es de tipo correlacional y transversal. Se realizó la aplicación de un cestioario mediante un formulario en linea a un total de 375 estudiantes universitarios en Saltillo los cuales contestaron por invitación. Para la verificación de la hipótesis se aplicó un análisis de componentes principales con enfoque descriptivo y exploratorio, donde se observan tres unidades relevantes en el quehacer del docente universitario denominados como: Compromiso docente (F1) el cual explica el 61.8% de la varianza, Emociones en el aula (F2) explica el 8.9% y Evaluación justa (F3) el cual explica el 3.9% de la varianza de la docencia universitaria; que en su totalidad, la observación con las dos dependencias educativas explica la variabilidad del fenómeno en un 74.6%. (Ver Tabla 2 Principales componentes). Por lo que se concluye que el compromiso docente es primordial para la enseñanza universitaria, así como el propiciar el diálogo en los ambientes educativos favorece la democracia. Abstract This research seeks to analyze the factorial structure which consists of students’ perception of university teaching practices. This research is correlational and cross-sectional; and emerges as part of the Teaching Sustainability Project in university students. An online questionnaire was applied to a total of 375 university students from two educational institutes in Saltillo, who were invited to answer it. To verify the hypothesis, a principal component analysis was applied with a descriptive and exploratory approach where three relevant units were observed within tasks university teachers performed and were labelled as: Teaching commitment (F1), which explains 61.8% of variance; , Emotions within the classroom (F2), which explains 8.9%, and Fair assessment (F3), which explains 3.9% of the variance of university teaching; which, as a whole, explains the variability of the phenomenon in 74.6% in two universities. (Table 2: Main components). Therefore, we conclude that a teacher’s commitment is essential for university education, just as promoting dialogue in an educational environment encourages democracy.

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Evolución de la percepción del docente de secundaria español sobre la formación en TIC

Cited by 10 publications

References 0 publications

Teaching from a Distance—Math Lessons during COVID-19 in Germany and Spain

Teaching from a Distance—Math Lessons during COVID-19 in Germany and Spain

Impact of University Teachers’ Technological Training on Educational Inclusion and Quality of Life of Students with Disabilities: A Systematic Review

Percepción del ejercicio docente universitario

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