El aprendizaje colaborativo: estrategia de formación docente en el diseño de ambientes b-learning para el desarrollo de la competencia lectora en educación básica

Identifier:  TDX:4201

Handle: https://hdl.handle.net/20.500.11797/TDX4201

Authors:  Quitián Bernal, Sandra Patricia

Abstract:
Teacher training as a field of study refers us to a broad and complex system of relationships that is woven from multiple synchronies between being, knowing and doing of the teacher; and that is constantly strengthened from educational research. In this web of relationships and processes associated with teacher training, this research focuses its attention on teacher training in in situ scenarios and from collaborative strategies that make conducive a process of theoretical-practical conceptualization on the didactic design and implementation of b-learning environments (blended learning) for the development of reading skills in basic education. The lack of teacher preparation continues to be one of the main constants that determine the quality of the process of incorporating ICT in educational environments. This results in a lack of knowledge of guidelines for the assertive and pertinent use of ICT technologies in didactic learning environments. Consequently, the main objective of this research is to design and validate a collaborative training strategy aimed at teachers in training for the creation of b-learning environments oriented to the development of reading competence in basic education. Methodologically, design-based research (DBR) was used. This paradigm approaches design in two dimensions, as an object of study and as a didactic implementation to promote learning. The results of this study, in coherence with the proposed objectives, are grouped as follows: (1) presentation of a set of principles for the didactic design of collaborative teacher training proposals in blended learning environments; (2) development of didactic orientations to work on reading competence from b-l environments in primary education.