Publication: Educación literaria y
competencia digital
mediante metodologías
activas para la formación
de los futuros docentes
Authors
Rodrigo Segura, Francesc ; Ibarra Rius, Noelia
item.page.secondaryauthor
item.page.director
Publisher
Universidad de Murcia. Servicio de Publicaciones
publication.page.editor
publication.page.department
DOI
https://doi.org/10.6018/educatio.486381
item.page.type
info:eu-repo/semantics/article
Description
Abstract
Los autores reflexionan sobre la educación
literaria en contextos educativos
no presenciales y las claves metodológicas
para su adaptación en el caso de la
formación inicial. De acuerdo con este
objetivo se plantean dos investigaciones
realizadas en los grados de Maestro basadas
en el uso de metodologías activas: el
aprendizaje basado en proyectos y talleres
de creación literaria, que permiten un desarrollo integrado de las competencias
perseguidas desde la educación literaria,
junto a otras competencias transversales
como, por ejemplo, el trabajo cooperativo
en red o la competencia digital. A través
de diferentes estrategias metodológicas, se
ha esbozado una transición desde la docencia
presencial a los escenarios educativos
virtuales, derivados de la pandemia
COVID-19, sobre todo, gracias a la inclusión
de las tecnologías de la información
y la comunicación en el diseño de
las propuestas implementadas desde una
perspectiva coherente con las actuales necesidades
de los discentes. El análisis de
la puesta en práctica de ambos diseños
didácticos permite extraer conclusiones
provisionales sobre los requisitos necesarios
para conseguir aprendizajes significativos
y útiles para los futuros docentes en
el área de la Didáctica de la Lengua y la
Literatura.
This study aims to reflect on literary education in on line contexts and on the methodological keys for its adaptation in the specific case of initial training. In accordance with this objective, two investigations based on the use of active methodologies were carried out in the Education degrees. These were: projects and literary creation workshops, which allowed for an integrated development of the competences related to literary education, in addition to other transversal skills like cooperative networking or digital competence. Through different methodological strategies, we outlined a transition from face-to-face teaching to virtual educational settings, derived from the COVID- 19 pandemic, especially due to the inclusion of information and communication technologies in the design of the proposals implemented, which was consistent with the current needs of the learners. The analysis of the implementation of both didactic designs led to provisional conclusions about the necessary requirements of future teachers in the Language and Literature Didactics area when it comes to achieving significant and useful learning.
This study aims to reflect on literary education in on line contexts and on the methodological keys for its adaptation in the specific case of initial training. In accordance with this objective, two investigations based on the use of active methodologies were carried out in the Education degrees. These were: projects and literary creation workshops, which allowed for an integrated development of the competences related to literary education, in addition to other transversal skills like cooperative networking or digital competence. Through different methodological strategies, we outlined a transition from face-to-face teaching to virtual educational settings, derived from the COVID- 19 pandemic, especially due to the inclusion of information and communication technologies in the design of the proposals implemented, which was consistent with the current needs of the learners. The analysis of the implementation of both didactic designs led to provisional conclusions about the necessary requirements of future teachers in the Language and Literature Didactics area when it comes to achieving significant and useful learning.
Citation
item.page.embargo
Collections
Ir a Estadísticas
Este ítem está sujeto a una licencia Creative Commons. CC BY 4.0