Validación empírica de un diseño curricular de formación en competencias digitales para docentes de secundaria
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Horizontes Rev. Inv. Cs. Edu.
Abstract
La formación en competencias digitales para docentes de secundaria representa un reto prioritario en Colombia ante la transformación tecnológica y la necesidad de fortalecer el rol docente en entornos digitales. Por lo tanto, este estudio validó una propuesta curricular sustentada en el marco DigCompEdu ampliado y el análisis de creencias epistemológicas docentes, lo que permitió evidenciar su impacto en la adopción de innovaciones pedagógicas. El enfoque mixto incluyó un juicio de expertos y un pilotaje con 38 docentes. Los resultados reflejaron altos índices de validez de contenido y mejoras significativas en la autopercepción de competencias digitales en las dimensiones más críticas. También destacó la claridad, aplicabilidad y capacidad de la propuesta para promover prácticas pedagógicas reflexivas. Se concluye que la integración de competencias digitales y creencias epistemológicas en el diseño curricular resulta sustancial para la formación y que la metodología empleada constituye un modelo replicable de validación en contextos similares.
Training in digital competencies for secondary school teachers represents a priority challenge in Colombia given the technological transformation and the need to strengthen the teaching role in digital environments. Therefore, this study validated a curricular proposal based on the expanded DigCompEdu framework and the analysis of teachers' epistemological beliefs, which made it possible to demonstrate its impact on the adoption of pedagogical innovations. The mixed approach included an expert judgment and a pilot with 38 teachers. The results reflected high content validity indexes and significant improvements in the self-perception of digital competencies in the most critical dimensions. Moreover, it highlighted the clarity, applicability and capacity of the proposal to promote reflective pedagogical practices. It is concluded that the integration of digital competencies and epistemological beliefs in the curricular design is substantial for training and that the methodology used constitutes a replicable model for validation in similar contexts.
Training in digital competencies for secondary school teachers represents a priority challenge in Colombia given the technological transformation and the need to strengthen the teaching role in digital environments. Therefore, this study validated a curricular proposal based on the expanded DigCompEdu framework and the analysis of teachers' epistemological beliefs, which made it possible to demonstrate its impact on the adoption of pedagogical innovations. The mixed approach included an expert judgment and a pilot with 38 teachers. The results reflected high content validity indexes and significant improvements in the self-perception of digital competencies in the most critical dimensions. Moreover, it highlighted the clarity, applicability and capacity of the proposal to promote reflective pedagogical practices. It is concluded that the integration of digital competencies and epistemological beliefs in the curricular design is substantial for training and that the methodology used constitutes a replicable model for validation in similar contexts.
Description
Vol. 9, No. 39