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• W3201767408 abstract "El mundo requiere personas con conocimientos, habilidades y actitudes que permitan un desarrollo completo de la ciudadanía en un ecosistema digital. Una respuesta educativa a esta exigencia social es la competencia digital. Así, esta finalidad exige niveles óptimos de desarrollo de la Competencia Digital Docente (CDD), en especial en el sector de la Formación Profesional (FP). Con la idea de atender este contexto educativo, en este trabajo se propone un marco de comprensión que integra de forma unitaria la visión sobre la pedagogía, los recursos y la evaluación para entender, evaluar y proponer mejoras en la competencia digital del profesorado de FP. Empleando un enfoque cualitativo, se realizaron once entrevistas en profundidad sobre la CDD del profesorado de FP de la provincia de Valencia (España). Estos datos fueron analizados desde la caracterización de 4 escenarios educativos con tecnología (aprendizaje individual, la enseñanza con TIC, aprendizaje colaborativo y autoaprendizaje del alumnado). La principal conclusión detectada es que los docentes entrevistados tienen conocimientos de algunos recursos y aplicaciones tecnológicas, actitud y capacidad para incorporarlos a su práctica docente. En cambio, no integran la tecnología en la evaluación de los aprendizajes al mismo nivel competencial que en las otras dimensiones. World requires people with knowledge, skills and attitudes that allow a full development of citizenship in a digital ecosystem. An educational response to this social demand is digital competence. Thus, this purpose requires optimal levels of Digital Teaching Competence (DTC), especially in the Vocational Education Training (VET) sector. With the aim of ​​attending to this educational context, this work proposes a understanding framework that integrates the vision of pedagogy, resources and evaluation to understand, evaluate and propose improvements in the digital competence of VET teachers. Using a qualitative approach, eleven in-depth interviews were conducted on the DTC of VET teachers in the province of Valencia (Spain). These data were analysed from the categorization of 4 educational scenarios with technology (individual learning, teaching with ICT, collaborative learning and student self-learning). The main conclusion detected is that interviewed teachers have knowledge of some technological resources and applications, attitude and ability to incorporate them into their teaching practice. However, they do not integrate technology in the learning assessment at the same competence level as in the other dimensions." @default.
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• W3201767408 date "2021-09-25" @default.
• W3201767408 modified "2023-10-02" @default.
• W3201767408 title "Aproximación a la competencia digital docente en la formación profesional" @default.
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• W3201767408 doi "https://doi.org/10.6018/red.431821" @default.
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