Competencia digital docente para crear contenidos: autopercepción del profesorado en formación didáctico-científica de Galicia (España)
Autor(a) principal: | |
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Data de Publicação: | 2022 |
Outros Autores: | , |
Tipo de documento: | Artigo |
Idioma: | spa |
Título da fonte: | Educação e Pesquisa |
Texto Completo: | https://www.revistas.usp.br/ep/article/view/202964 |
Resumo: | The current health emergency, caused by the SARS-CoV-2 virus, has presented teachers at all levels of education with the challenge of online education, which, in many cases, has meant redesigning the teaching and learning process. In this context, teachers have had to develop, in record time, the necessary skills to continue teaching. Within this framework, a study has been presented on the self-perception a group of teachers in initial training in Galicia (Spain) have about their level of digital teaching competence, in general, and about their knowledge as professionals capable of creating educational digital content. For this purpose, an ad hoc questionnaire was developed, based on the Common Framework for Digital Competence in Teaching and the international frameworks of the International Society for Technology Education (ISTE) and the United Nations Educational, Scientific and Cultural Organization (UNESCO), with the participation of students linked to educational-scientific subjects in the Early Childhood Education and Primary Education degrees at the University of Vigo during the academic year 2019-2020. The results of the study show a medium-low level in “digital competence” and in the sub-competence of “content creation”. In contrast, there is a very positive attitude towards the educational use of information and communication technologies (ICT). Furthermore, the results indicate that personal circumstances such as gender, age and the educational level of the subject’s mother may influence the future teachers’ perception of their knowledge, skills and attitudes towards ICT and the creation of digital content. |
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Competencia digital docente para crear contenidos: autopercepción del profesorado en formación didáctico-científica de Galicia (España)Digital competence of teachers in terms of content creation: self-perception of teachers in educational-scientific training in Galicia (Spain)Digital competenceContent creationInitial teacher trainingInformation and communication technologiesCompetencia digitalCreación de contenidosFormación inicial del profesoradoTecnologías de la Información y comunicaciónThe current health emergency, caused by the SARS-CoV-2 virus, has presented teachers at all levels of education with the challenge of online education, which, in many cases, has meant redesigning the teaching and learning process. In this context, teachers have had to develop, in record time, the necessary skills to continue teaching. Within this framework, a study has been presented on the self-perception a group of teachers in initial training in Galicia (Spain) have about their level of digital teaching competence, in general, and about their knowledge as professionals capable of creating educational digital content. For this purpose, an ad hoc questionnaire was developed, based on the Common Framework for Digital Competence in Teaching and the international frameworks of the International Society for Technology Education (ISTE) and the United Nations Educational, Scientific and Cultural Organization (UNESCO), with the participation of students linked to educational-scientific subjects in the Early Childhood Education and Primary Education degrees at the University of Vigo during the academic year 2019-2020. The results of the study show a medium-low level in “digital competence” and in the sub-competence of “content creation”. In contrast, there is a very positive attitude towards the educational use of information and communication technologies (ICT). Furthermore, the results indicate that personal circumstances such as gender, age and the educational level of the subject’s mother may influence the future teachers’ perception of their knowledge, skills and attitudes towards ICT and the creation of digital content.La actual situación de emergencia sanitaria, originada por el virus SARS-CoV-2, ha colocado al profesorado, de todos los niveles educativos, ante el reto de la educación en línea lo que, en muchos casos, ha supuesto la reformulación del proceso de enseñanza y aprendizaje. En este contexto, el profesorado ha tenido que hacer frente, en tiempo récord, al desarrollo de las competencias necesarias para poder continuar enseñando. En este marco, se presenta un estudio sobre la autopercepción que un grupo de profesorado en formación inicial de Galicia (España) tiene sobre su nivel de competencia digital docente, en general, y sobre sus conocimientos como profesionales capaces de crear contenido digital didáctico, en particular. Para ello, se ha elaborado un cuestionario ad hoc, partiendo del Marco común de competencia digital docente y de los marcos internacionales de International Society for Technology Education (ISTE) y Organización de las Naciones Unidas para la Educación, la Ciencia y la Cultura (Unesco), en el que ha participado el estudiantado vinculado a materias didáctico-científicas de los grados de Educación infantil y de Educación primaria de la Universidad de Vigo, durante el curso 2019-2020. Los resultados del estudio muestran un nivel medio-bajo en “competencia digital” y en la subcompetencia de “creación de contenidos”. Frente a esto, se aprecia una actitud muy positiva ante el uso educativo de las tecnologías de la información y comunicación (TIC). Además, los resultados indican que existen circunstancias personales como el sexo, la edad y los estudios de la madre que pueden influir en la percepción que el futuro profesorado tiene sobre sus conocimientos, habilidades y actitudes frente a las TIC y para la creación de contenido digital.Universidade de São Paulo. Faculdade de Educação2022-09-09info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersiontext/xmlapplication/pdfhttps://www.revistas.usp.br/ep/article/view/20296410.1590/S1678-4634202248243510Educação e Pesquisa; v. 48 n. contínuo (2022): Educação e Pesquisa; e243510Educação e Pesquisa; Vol. 48 No. contínuo (2022): Educação e Pesquisa; e243510Educação e Pesquisa; Vol. 48 Núm. contínuo (2022): Educação e Pesquisa; e2435101678-46341517-9702reponame:Educação e Pesquisainstname:Universidade de São Paulo (USP)instacron:USPspahttps://www.revistas.usp.br/ep/article/view/202964/187020https://www.revistas.usp.br/ep/article/view/202964/187019Copyright (c) 2022 Educação e Pesquisahttp://creativecommons.org/licenses/by-nc/4.0info:eu-repo/semantics/openAccessRodríguez, Nuria Castiñeira Lorenzo-Rial, María-Asunción Rodríguez, Uxío Pérez 2022-09-27T18:39:22Zoai:revistas.usp.br:article/202964Revistahttps://www.revistas.usp.br/ep/indexPUBhttps://www.revistas.usp.br/ep/oai||revedu@usp.br1678-46341517-9702opendoar:2022-09-27T18:39:22Educação e Pesquisa - Universidade de São Paulo (USP)false |
dc.title.none.fl_str_mv |
Competencia digital docente para crear contenidos: autopercepción del profesorado en formación didáctico-científica de Galicia (España) Digital competence of teachers in terms of content creation: self-perception of teachers in educational-scientific training in Galicia (Spain) |
title |
Competencia digital docente para crear contenidos: autopercepción del profesorado en formación didáctico-científica de Galicia (España) |
spellingShingle |
Competencia digital docente para crear contenidos: autopercepción del profesorado en formación didáctico-científica de Galicia (España) Rodríguez, Nuria Castiñeira Digital competence Content creation Initial teacher training Information and communication technologies Competencia digital Creación de contenidos Formación inicial del profesorado Tecnologías de la Información y comunicación |
title_short |
Competencia digital docente para crear contenidos: autopercepción del profesorado en formación didáctico-científica de Galicia (España) |
title_full |
Competencia digital docente para crear contenidos: autopercepción del profesorado en formación didáctico-científica de Galicia (España) |
title_fullStr |
Competencia digital docente para crear contenidos: autopercepción del profesorado en formación didáctico-científica de Galicia (España) |
title_full_unstemmed |
Competencia digital docente para crear contenidos: autopercepción del profesorado en formación didáctico-científica de Galicia (España) |
title_sort |
Competencia digital docente para crear contenidos: autopercepción del profesorado en formación didáctico-científica de Galicia (España) |
author |
Rodríguez, Nuria Castiñeira |
author_facet |
Rodríguez, Nuria Castiñeira Lorenzo-Rial, María-Asunción Rodríguez, Uxío Pérez |
author_role |
author |
author2 |
Lorenzo-Rial, María-Asunción Rodríguez, Uxío Pérez |
author2_role |
author author |
dc.contributor.author.fl_str_mv |
Rodríguez, Nuria Castiñeira Lorenzo-Rial, María-Asunción Rodríguez, Uxío Pérez |
dc.subject.por.fl_str_mv |
Digital competence Content creation Initial teacher training Information and communication technologies Competencia digital Creación de contenidos Formación inicial del profesorado Tecnologías de la Información y comunicación |
topic |
Digital competence Content creation Initial teacher training Information and communication technologies Competencia digital Creación de contenidos Formación inicial del profesorado Tecnologías de la Información y comunicación |
description |
The current health emergency, caused by the SARS-CoV-2 virus, has presented teachers at all levels of education with the challenge of online education, which, in many cases, has meant redesigning the teaching and learning process. In this context, teachers have had to develop, in record time, the necessary skills to continue teaching. Within this framework, a study has been presented on the self-perception a group of teachers in initial training in Galicia (Spain) have about their level of digital teaching competence, in general, and about their knowledge as professionals capable of creating educational digital content. For this purpose, an ad hoc questionnaire was developed, based on the Common Framework for Digital Competence in Teaching and the international frameworks of the International Society for Technology Education (ISTE) and the United Nations Educational, Scientific and Cultural Organization (UNESCO), with the participation of students linked to educational-scientific subjects in the Early Childhood Education and Primary Education degrees at the University of Vigo during the academic year 2019-2020. The results of the study show a medium-low level in “digital competence” and in the sub-competence of “content creation”. In contrast, there is a very positive attitude towards the educational use of information and communication technologies (ICT). Furthermore, the results indicate that personal circumstances such as gender, age and the educational level of the subject’s mother may influence the future teachers’ perception of their knowledge, skills and attitudes towards ICT and the creation of digital content. |
publishDate |
2022 |
dc.date.none.fl_str_mv |
2022-09-09 |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
https://www.revistas.usp.br/ep/article/view/202964 10.1590/S1678-4634202248243510 |
url |
https://www.revistas.usp.br/ep/article/view/202964 |
identifier_str_mv |
10.1590/S1678-4634202248243510 |
dc.language.iso.fl_str_mv |
spa |
language |
spa |
dc.relation.none.fl_str_mv |
https://www.revistas.usp.br/ep/article/view/202964/187020 https://www.revistas.usp.br/ep/article/view/202964/187019 |
dc.rights.driver.fl_str_mv |
Copyright (c) 2022 Educação e Pesquisa http://creativecommons.org/licenses/by-nc/4.0 info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
Copyright (c) 2022 Educação e Pesquisa http://creativecommons.org/licenses/by-nc/4.0 |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
text/xml application/pdf |
dc.publisher.none.fl_str_mv |
Universidade de São Paulo. Faculdade de Educação |
publisher.none.fl_str_mv |
Universidade de São Paulo. Faculdade de Educação |
dc.source.none.fl_str_mv |
Educação e Pesquisa; v. 48 n. contínuo (2022): Educação e Pesquisa; e243510 Educação e Pesquisa; Vol. 48 No. contínuo (2022): Educação e Pesquisa; e243510 Educação e Pesquisa; Vol. 48 Núm. contínuo (2022): Educação e Pesquisa; e243510 1678-4634 1517-9702 reponame:Educação e Pesquisa instname:Universidade de São Paulo (USP) instacron:USP |
instname_str |
Universidade de São Paulo (USP) |
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USP |
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USP |
reponame_str |
Educação e Pesquisa |
collection |
Educação e Pesquisa |
repository.name.fl_str_mv |
Educação e Pesquisa - Universidade de São Paulo (USP) |
repository.mail.fl_str_mv |
||revedu@usp.br |
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1787713815020830720 |