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      Teacher’s digital competence among final year Pedagogy students in Chile and Uruguay

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          Abstract

          The development of Teacher’s Digital Competence (TDC) should start in initial teacher training, and continue throughout the following years of practice. All this with the purpose of using Digital Technologies (DT) to improve teaching and professional development. This paper presents a study focused on the diagnosis of TDC among ITT senior students from Chile and Uruguay. A quantitative methodology, with a representative sample of 568 students (N=273 from Chile and N=295 from Uruguay) was designed and implemented. TDC was also studied and discussed in relation to gender and educational level. Results showed a mostly basic level for the four dimensions of the TDC in the sample. Regarding the relationship between the variables and the TDC, the Planning, organization and management of spaces and technological resources’ dimension is the only one showing significant differences. In particular, male students achieved a higher TDC level compared with female students. Furthermore, the proportion of Primary Education students with a low TDC level was significantly higher than other students. In conclusion, it is necessary, for teacher training institutions in Chile and Uruguay, to implement policies at different moments and in different areas of the ITT process in order to improve the development of the TDC.

          El desarrollo de la Competencia Digital Docente (CDD) debe iniciarse en la etapa de formación inicial docente (FID) y extenderse durante los años de ejercicio. Todo ello con el propósito de usar las Tecnologías Digitales (TD) de manera que permitan enriquecer la docencia y el propio desarrollo profesional. El presente artículo expone los resultados de un trabajo con estudiantes de último año de FID de Chile y Uruguay para determinar su nivel de CDD. Para realizar el estudio se utilizó una metodología cuantitativa, con una muestra representativa estratificada de 568 estudiantes (n=273, Chile; n=295, Uruguay). Los datos se analizaron en relación al género y nivel educativo. Los resultados mostraron, para las cuatro dimensiones de la CDD, un desarrollo básico. Respecto a la relación entre las variables estudiadas y la CDD, destaca el porcentaje de hombres que alcanza competencias digitales avanzadas para la dimensión de Planificación, organización y gestión de espacios y recursos tecnológicos. También para esta dimensión la proporción de estudiantes de Educación Primaria con un desarrollo de CDD básico es significativamente superior al del resto de estudiantes. Como conclusión destacamos que es necesario que las instituciones formadoras de docentes implementen políticas a diferentes plazos y en diversos ámbitos de la FID como el sistema educativo, la formación y la docencia, para mejorar el nivel de desarrollo de la CDD.

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          Gender Gap in Science, Technology, Engineering, and Mathematics (STEM): Current Knowledge, Implications for Practice, Policy, and Future Directions

          Although the gender gap in math course-taking and performance has narrowed in recent decades, females continue to be underrepresented in math-intensive fields of Science, Technology, Engineering, and Mathematics (STEM). Career pathways encompass the ability to pursue a career as well as the motivation to employ that ability. Individual differences in cognitive capacity and motivation are also influenced by broader sociocultural factors. After reviewing research from the fields of psychology, sociology, economics, and education over the past 30 years, we summarize six explanations for US women's underrepresentation in math-intensive STEM fields: (a) cognitive ability, (b) relative cognitive strengths, (c) occupational interests or preferences, (d) lifestyle values or work-family balance preferences, (e) field-specific ability beliefs, and (f) gender-related stereotypes and biases. We then describe the potential biological and sociocultural explanations for observed gender differences on cognitive and motivational factors and demonstrate the developmental period(s) during which each factor becomes most relevant. We then propose evidence-based recommendations for policy and practice to improve STEM diversity and recommendations for future research directions.
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            Newly qualified teachers’ professional digital competence: implications for teacher education

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              ¿Por qué es necesario repensar la competencia docente para el mundo digital?

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                Author and article information

                Journal
                Comunicar
                Comunicar: Revista Científica de Comunicación y Educación
                Comunicar: Media Education Research Journal
                Revista Comunicar
                Grupo Comunicar
                1134-3478
                1988-3293
                October 01 2019
                October 01 2019
                October 01 2019
                October 01 2019
                : 27
                : 61
                : 33-43
                Article
                10.3916/C61-2019-03
                62e5b210-e62b-429f-820d-46c5ad400473
                © 2019

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