La formación y autoeficacia del profesorado de matemáticas en el proceso de enseñanza-aprendizaje a través de las TIC
DOI :
https://doi.org/10.21814/rpe.27910Mots-clés :
Formación profesional, Educación matemáticas, Tecnología de la información y comunicación, Autoeficacia en las TIC, teoría del valor de controlRésumé
La aplicación de las TIC en el proceso de enseñanza-aprendizaje de las matemáticas representa actualmente un reto para el profesorado. Muchos docentes no se sienten suficientemente capacitados para utilizar las TIC en la enseñanza de las matemáticas. El apoyo de las TIC es importante para la formación continua del estudiantado universitario actual. El presente estudio tiene como objetivo evaluar la autoeficacia del profesorado de matemáticas en el proceso de enseñanza-aprendizaje a través de las TIC. El estudio se encuentra en el enfoque cuantitativo. La muestra fue de 249 participantes. Se aplicó la teoría del Control-Valor, para verificar la valoración del control, disfrute y autoeficacia de las TIC a través de un cuestionario digital. Los resultados indican que el control, el disfrute y la autoeficacia percibidos por el profesorado en formación son elementos clave en la enseñanza de las matemáticas mediada por TIC. Las universidades desempeñan un papel esencial en la formación de profesores digitalmente competentes. El disfrute de los profesores en formación es afectado directamente por la autoeficacia de la enseñanza de las TIC en matemáticas. El control, la valoración del control y los valores también se vieron afectados positivamente por el disfrute.
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© Derling José Mendoza Velazco, Elizeth Mayrene Flores Hinostroza, Paola Andrea Pérez Bravo 2026
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