Estrategias de una formación del profesorado para la educación superior en un entorno tecno-pedagógico de aprendizajes. Una investigación-acción

Identificador:  TDX:3956

Handle: https://hdl.handle.net/20.500.11797/TDX3956

Autores:  De Luca, Marina Patricia

Resumen:
We are in a process of structural transformation of societies and their practices as a result of the technical revolution based on information and communication technologies (ICT), Castells (1994). However, the importance of reconsidering the future of education and learning was updated with the urgency of training teachers in digital and pedagogical skills, UNESCO (2021). From Educational Technology, the strategies of teacher training in ICT are studied in a mixed plan of pedagogical training, in Buenos Aires. They are objectives: to identify training strategies while producing resources and digital environments for higher education; check learning, teaching digital competence (TDC) and assess the training received; suggest strategies and environment transferable to other contexts. An actionresearch, with a mixed approach, is developed, integrating four micro-cycles of action-reflection-action in iteration in a macro-cycle of action-reflection. The main instruments are the TDC rubric, Lázaro & Gisbert (2015, 2018), two questionnaires and a hybrid focus group. A network of strategies is identified: learning by doing projects; learn by collaborating; reverse the class; e-tutoring; use interpersonal communication media; evaluate learning, develop TDC; to debate; socialize productions, co-evaluate them; and evaluate training. The TPACK Mishra & Koehler (2006) guided the praxis.