La percepción de los asesores de formación permanente de TIC sobre la formación del profesorado
DOI:
https://doi.org/10.21814/rpe.8932Abstract
La innovación en la práctica docente forma parte la esencia de los modelos de formación del profesorado actuales. La revisión permanente de la práctica docente persigue mejorar los procesos de enseñanza/aprendizaje y avanzar hacia el éxito escolar formado a personas autónomas y capaces de ejercer una ciudadanía responsable. En este contexto, nos preguntamos qué opinión tienen los gestores de la formación sobre los cambios que se están produciendo en las diferentes modalidades formativas existentes y en qué medida favorecen la consecución de los objetivos del sistema educativo. Este artículo resume el proceso seguido para conocer la postura de un grupo de asesores sobre una tendencia formativa. Para lograrlo de una forma abierta se empleó una aproximación cualitativa. La conclusión principal es que los asesores encuentran una gran utilidad a esta modalidad y que se debe profundizar en ella.
Palabras-clave: Metodología cualitativa; Formación del profesorado; Innovación; TIC
ABSTRACT
Innovation in teaching is part of the essence of the current models of teacher's training. The ongoing review of teaching practice aims to improve the teaching/learning process and to improve the success of the pupils, while fostering a responsible citizenship. In this context, we wonder what opinion training advisors have about the changes that are occurring in the different training modalities and the extent to which they favor the achievement of the objectives of the educational system. This paper summarizes the process followed to know the impressions of a group of training advisors about a specific training trend. In order to achieve the aims in an open and unconditioned way, a qualitative approach has been used. Training advisors find this modality useful and they think it should be explored in the near future.
Keywords: Cualitative methodology; Teacher's training; Innovation; ICT
Downloads
Downloads
Published
How to Cite
Issue
Section
License
1. The authors preserve their authorship and grant the Portuguese Journal of Education the right to the first publication. The work is licensed under Creative Commons Attribution License that allows sharing the work with the acknowledgment of initial authorship and publication in this Journal.
2. The authors have the right to take additional contracts separately, for non-exclusive distribution of the published version of their work (e.g. to deposit in an institutional repository or as a book chapter), acknowledging the initial authorship and publication in this Journal.
3. The authors have the permission and are stimulated to post their work online (e.g. in an institutional repository or on their personal website). They can do this at any phase of the editorial process, as it may generate productive changes, as well as increase impact and article citation (see The Open Citation Project).
The work is licensed under Attribution-ShareAlike 4.0 International (CC BY-SA 4.0)
