Publication: Evaluación de las competencias digitales autopercibidas del profesorado de Educación Primaria en Castilla y León
Authors
Pérez Escoda, Ana ; Rodríguez Conde, María José
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Publisher
Universidad de Murcia. Servicio de Publicaciones
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Description
Abstract
Este artículo presenta parte de los resultados obtenidos en una investigación que realiza un
estudio diagnóstico sobre la auto-percepción del profesorado de Educación Primaria en Castilla
y León sobre competencias digitales. Primero se realiza un análisis teórico de la evolución de
dichas competencias y su desarrollo para los docentes desde distintos ámbitos. En segundo lugar
se expone la metodología del estudio y se presentan los resultados pertenecientes al bloque II del
cuestionario: “Autopercepción de la competencia digital del profesorado”, con garantías técni-
cas de fiabilidad y validez contrastada. La muestra se compone de 63 profesores de Educación
Primaria en Castilla y León, seleccionados por disponibilidad de 9 centros rurales y urbanos
de 8 provincias. La selección de variables y construcción de ítems se ha realizado a partir de la
revisión de las últimas evaluaciones internacionales específicas en el ámbito de las competencias
digitales. Finalmente, los resultados muestran una autopercepción de escasez de habilidades
digitales para su uso pedagógico en el momento actual, lo que implica reconsiderar las políticas
de formación del profesorado en este campo.
This article presents some results of a broader research that conducts a diagnostic study on self-perception of Primary School Teachers of Castilla-Leon about their digital skills. Firstly, it is presented a theoretical analysis of these competencies and their development among Teachers from different fields. Secondly, we expose the methodological part of the study, presenting data set corresponding to the block II of the questionnaire: Teachers ́ self-perception on digital competences, with technical guarantees of proven reliability and validity. According to the validation process, it is confirmed that the scale used is valid and reliable. The sample consists of 63 Primary Education Teachers of Castilla and León, from 9 rural and urban schools, belonging to 8 provinces. The selection of variables and the construction of items have been made reviewing the last international assessments in the field of digital skills. Finally, the comprehensive statistical analysis of the results reflects a lack of digital skills for pedagogical use, which implies to rethink the Teacher’s training policies in this field.
This article presents some results of a broader research that conducts a diagnostic study on self-perception of Primary School Teachers of Castilla-Leon about their digital skills. Firstly, it is presented a theoretical analysis of these competencies and their development among Teachers from different fields. Secondly, we expose the methodological part of the study, presenting data set corresponding to the block II of the questionnaire: Teachers ́ self-perception on digital competences, with technical guarantees of proven reliability and validity. According to the validation process, it is confirmed that the scale used is valid and reliable. The sample consists of 63 Primary Education Teachers of Castilla and León, from 9 rural and urban schools, belonging to 8 provinces. The selection of variables and the construction of items have been made reviewing the last international assessments in the field of digital skills. Finally, the comprehensive statistical analysis of the results reflects a lack of digital skills for pedagogical use, which implies to rethink the Teacher’s training policies in this field.
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