Competencia digital y autoeficacia en los docentes de educación secundaria
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Horizontes Rev. Inv. Cs. Edu.
Abstract
Las competencias digitales docentes son fundamentales para implementar actividades educativas virtuales, integrando conocimientos, práctica, autoeficacia y experiencia en el uso adecuado de herramientas tecnológicas para el aprendizaje. Este estudio analiza los fundamentos de la competencia digital y la autoeficacia docente mediante una metodología cualitativa basada en revisión narrativa. Se seleccionaron 41 referencias relevantes de un total inicial de 62, abarcando temáticas como competencias digitales, autoeficacia y educación virtual. Las bases de datos consultadas incluyen Dialnet, Redalyc, SciELO, Scopus y ResearchGate, con un protocolo de búsqueda en inglés y español. Se incluyeron estudios centrados en competencias digitales docentes, excluyendo aquellos con deficiencias metodológicas o falta de relación entre las variables. Los resultados destacan que las competencias digitales están alineadas con enfoques conectivistas y del constructivismo digital, evidenciando que los docentes emplean eficazmente herramientas tecnológicas y redes para fortalecer los procesos formativos.
Digital teaching competencies are fundamental to implement virtual educational activities, integrating knowledge, practice, self-efficacy and experience in the appropriate use of technological tools for learning. This study analyzes the foundations of digital competence and teaching self-efficacy using a qualitative methodology based on narrative review. Forty-one relevant references were selected from an initial total of 62, covering topics such as digital competencies, self-efficacy and virtual education. The databases consulted included Dialnet, Redalyc, SciELO, Scopus and ResearchGate, with a search protocol in English and Spanish. Studies focused on teachers' digital competencies were included, excluding those with methodological deficiencies or lack of relationship between variables. The results highlight that digital competencies are aligned with connectivist and digital constructivism approaches, showing that teachers effectively use technological tools and networks to strengthen the educational processes.
Digital teaching competencies are fundamental to implement virtual educational activities, integrating knowledge, practice, self-efficacy and experience in the appropriate use of technological tools for learning. This study analyzes the foundations of digital competence and teaching self-efficacy using a qualitative methodology based on narrative review. Forty-one relevant references were selected from an initial total of 62, covering topics such as digital competencies, self-efficacy and virtual education. The databases consulted included Dialnet, Redalyc, SciELO, Scopus and ResearchGate, with a search protocol in English and Spanish. Studies focused on teachers' digital competencies were included, excluding those with methodological deficiencies or lack of relationship between variables. The results highlight that digital competencies are aligned with connectivist and digital constructivism approaches, showing that teachers effectively use technological tools and networks to strengthen the educational processes.
Description
Vol. 8, No. 35