Competencias digitales y desarrollo profesional en docentes de instituciones educativas públicas de Puno
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Horizontes Rev. Inv. Cs. Edu.
Abstract
La realidad actual de la educación peruana, evidencia un déficit en las instituciones en cuanto al proceso de enseñanza a causas de las restricciones que ha generado el COVID-19. Los docentes provenientes de zonas rurales presentan limitadas competencias digitales siendo esto el principal obstáculo. Debido a esta situación se presenta como objetivo de estudio determinar la relación entre las competencias digitales y el desarrollo profesional en docentes de las Instituciones Educativas Públicas. El estudio contó con enfoque cuantitativo, tipo básico, y diseño no experimental correlacional transversal. La población estuvo constituida por 85 docentes, y la muestra fue censal, la técnica empleada fue la encuesta y como instrumento se apoyó en el cuestionario. Los resultados evidencian una correlación positiva y significativa entre variables competencias digitales y desarrollo profesional, debido a que el coeficiente de correlación fue 0.585 y el p-valor 0.000 menor a 0.05, por lo cual se rechaza la hipótesis nula. Se concluye que existe una relación positiva y baja entre la variable competencias digitales y la dimensión planificación.
The current reality of Peruvian education shows a deficit in the institutions in terms of the teaching process due to the restrictions generated by COVID-19. Teachers from rural areas have limited digital competencies, this being the main obstacle. Due to this situation, the objective of the study was to determine the relationship between digital competencies and professional development in teachers of public educational institutions. The study had a quantitative approach, basic type, and non-experimental cross-sectional correlational design. The population consisted of 85 teachers, and the sample was a census, the technique used was the survey and the instrument used was the questionnaire. The results show a positive and significant correlation between digital competencies and professional development variables, since the correlation coefficient was 0.585 and the p-value 0.000 was less than 0.05, so the null hypothesis was rejected. It is concluded that there is a positive and low relationship between the digital competencies variable and the planning dimension.
The current reality of Peruvian education shows a deficit in the institutions in terms of the teaching process due to the restrictions generated by COVID-19. Teachers from rural areas have limited digital competencies, this being the main obstacle. Due to this situation, the objective of the study was to determine the relationship between digital competencies and professional development in teachers of public educational institutions. The study had a quantitative approach, basic type, and non-experimental cross-sectional correlational design. The population consisted of 85 teachers, and the sample was a census, the technique used was the survey and the instrument used was the questionnaire. The results show a positive and significant correlation between digital competencies and professional development variables, since the correlation coefficient was 0.585 and the p-value 0.000 was less than 0.05, so the null hypothesis was rejected. It is concluded that there is a positive and low relationship between the digital competencies variable and the planning dimension.
Description
Vol. 7, No. 31