{"title":"Análisis de la autopercepción sobre el nivel de competencia digital docente en la formación inicial de maestros/as.","authors":"V. G. Escudero, R. Gutiérrez, J. Somoza","doi":"10.6018/REIFOP.22.3.373421","DOIUrl":null,"url":null,"abstract":"espanolLa competencia digital en la formacion inicial docente es esencial en la actualidad ya que los estudiantes de ensenanza basica estan en frecuente contacto con las nuevas tecnologias. Por tanto, seria conveniente que los futuros docentes acabasen el grado con una competencia digital optima. Los objetivos de este estudio se centran en analizar el grado de competencia digital docente en el alumnado de Grado de Educacion Infantil y Primaria mediante el modelo del “Marco Comun de Competencia Digital Docente” del INTEF (2017b). La metodologia seguida ha sido de caracter cuantitativo observacional. Para ello, se ha utilizado un cuestionario online basado en dicho modelo, en el que han participado un total de 117 estudiantes de 4o curso de los Grados de Maestro en Ed. Infantil y Ed. Primaria de la Facultad de Educacion de Albacete. Los resultados adquiridos muestran un nivel basico en las areas estudiadas en ambas titulaciones tanto al inicio como al final del grado. Finalmente, se concluye que se hace necesaria la formacion en TIC en los titulos del Grado para la adaptacion de los futuros maestros y maestras a las necesidades del alumnado de Educacion Infantil y Primaria. EnglishNowadays, digital competence in the initial training is essential since elementary students are often in touch with ICT. Therefore, it would be advisable that future teachers finish the degree with optimal digital competence. This study aims at analyzing teachers’ digital competence in students of teacher training degrees through the INTEF model (2017) “Common Framework for Teachers’ Digital Competence”. We followed a quantitative and observational methodology. For this purpose, an online questionnaire based on this model was used and 117 students participated. These students were mainly 4th year Early-Childhood and Primary Education students in the Faculty of Education. The results achieved show a basic level in the areas studied both in Early-Childhood and Primary, as well as at the beginning and end of their Education. To conclude, the inclusion of ICT training is necessary in training future Early-Childhood and Primary teachers in order to satisfy the needs of their students.","PeriodicalId":36972,"journal":{"name":"Revista Electronica Interuniversitaria de Formacion del Profesorado","volume":"22 1","pages":"193-218"},"PeriodicalIF":1.4000,"publicationDate":"2019-09-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"33","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Revista Electronica Interuniversitaria de Formacion del Profesorado","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.6018/REIFOP.22.3.373421","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q2","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
引用次数: 33
Abstract
espanolLa competencia digital en la formacion inicial docente es esencial en la actualidad ya que los estudiantes de ensenanza basica estan en frecuente contacto con las nuevas tecnologias. Por tanto, seria conveniente que los futuros docentes acabasen el grado con una competencia digital optima. Los objetivos de este estudio se centran en analizar el grado de competencia digital docente en el alumnado de Grado de Educacion Infantil y Primaria mediante el modelo del “Marco Comun de Competencia Digital Docente” del INTEF (2017b). La metodologia seguida ha sido de caracter cuantitativo observacional. Para ello, se ha utilizado un cuestionario online basado en dicho modelo, en el que han participado un total de 117 estudiantes de 4o curso de los Grados de Maestro en Ed. Infantil y Ed. Primaria de la Facultad de Educacion de Albacete. Los resultados adquiridos muestran un nivel basico en las areas estudiadas en ambas titulaciones tanto al inicio como al final del grado. Finalmente, se concluye que se hace necesaria la formacion en TIC en los titulos del Grado para la adaptacion de los futuros maestros y maestras a las necesidades del alumnado de Educacion Infantil y Primaria. EnglishNowadays, digital competence in the initial training is essential since elementary students are often in touch with ICT. Therefore, it would be advisable that future teachers finish the degree with optimal digital competence. This study aims at analyzing teachers’ digital competence in students of teacher training degrees through the INTEF model (2017) “Common Framework for Teachers’ Digital Competence”. We followed a quantitative and observational methodology. For this purpose, an online questionnaire based on this model was used and 117 students participated. These students were mainly 4th year Early-Childhood and Primary Education students in the Faculty of Education. The results achieved show a basic level in the areas studied both in Early-Childhood and Primary, as well as at the beginning and end of their Education. To conclude, the inclusion of ICT training is necessary in training future Early-Childhood and Primary teachers in order to satisfy the needs of their students.