La incorporación de la Competencia Digital Docente en estudiantes y docentes de Formación Inicial Docente en Uruguay

Identificador:  TDX:2958

Handle: https://hdl.handle.net/20.500.11797/TDX2958

Autores:  Morales González, María Julia

Resumen:
The changes that have introduced the exponential expansion of digital technologies in different areas (economic, social, cultural, labor, etc.), in our society, particularly challenge educational systems, as guarantors of cultural and civic education, to train people capable of making meaningful use of digital technologies. Expert literature inquires about how educational systems are adapting to this reality, in an attempt to bring higher education closer to the demands of contemporary society, researched in relation to current training needs. Uruguay is not external to this reality and in a context of curricular changes in the initial teacher training in the country; it is more than relevant to analyze the initial teacher training in Uruguay in relation to the development of the digital teaching competence. The methodology used is based on previous investigation of educational nature, based on the interpretive paradigm, in order to understand and interpret this reality. It is based on a mixed method, integrating qualitative and quantitative techniques and triangulation is used to control quality and enrich the analysis. The techniques used to carry out the research were the survey, the content analysis and the focus groups. The reference framework used was a matrix of indicators with 4 dimensions: 1) Didactics, curricular and methodological; 2) Planning, organization and management of digital technological spaces and resources; 3) Ethical, legal and security aspects, and 4) Personal and professional development. The findings reveal that the plans and programs in Initial Teacher Training related to digital technologies and the permanent teacher training plans are not designed to favor the development of the digital teaching competence. They are related to more traditional teaching methodologies. The students of Initial Teacher Training as well as the teachers who train future teachers and professors have not sufficiently developed the digital teaching competence to favor the incorporation of digital technologies in their professional practices.