Publication: Marcos de Competencias Digitales para docentes
Universitarios: su evaluación a través del coeficiente
competencia experta
Authors
Cabero-Almenara, Julio ; Barroso-Osuna, Julio ; Palacios-Rodríguez, Antonio ; Llorente-Cejudo, Carmen
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Publisher
Universidad de Murcia. Servicio de Publicaciones
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DOI
https://doi.org/10.6018/reifop.414501
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info:eu-repo/semantics/article
Description
Abstract
Las tecnologías se encuentran en el centro de una de las transformaciones más radicales que se han
producido en la enseñanza universitaria, reclamando la atención del profesorado y de planes de
formación del profesorado. Diferentes instituciones han propuesto una serie de marcos
competenciales sobre las competencias prioritarias en las cuales deben formarse los docentes. El
objetivo del trabajo es mediante juicio de expertos, elegir un marco de competencias que se convierta
en el eje de una investigación más amplia: Diseño, producción y evaluación de t.MOOC para la
adquisición por los docentes de “Competencias Digitales Docentes” (DIMOOC)”. Se enviaron 369
correos a expertos, se recibieron 179 contestaciones aplicando el Coeficiente de Competencia Experta
que hizo que nos el total fuese 148 expertos. Tras los resultados obtenidos, se puede constatar que ha
sobresalido un marco de Competencia Digital Docente (CDD), el Marco de la Unión Europea de
Competencia Digital Docente (DigCompEdu).
The technologies are at the center of one of the most radical transformations that have occurred in university education, claiming the attention of teachers and teacher training plans. Different institutions have proposed a series of competency frameworks on the priority competences in which teachers should be trained. The objective of the work is through expert judgment, to choose a framework of competencies that becomes the focus of a broader investigation: Design, production and evaluation of t.MOOC for the acquisition by teachers of “Digital Teaching Competencies” (DIMOOC ) ” 369 emails were sent to experts, 179 replies were received applying the Expert Competence Coefficient that made the total of 148 experts. After the results obtained, it can be seen that a framework of Digital Teaching Competency (CDD), the Framework of the European Union of Digital Teaching Competence (DigCompEdu), has excelled.
The technologies are at the center of one of the most radical transformations that have occurred in university education, claiming the attention of teachers and teacher training plans. Different institutions have proposed a series of competency frameworks on the priority competences in which teachers should be trained. The objective of the work is through expert judgment, to choose a framework of competencies that becomes the focus of a broader investigation: Design, production and evaluation of t.MOOC for the acquisition by teachers of “Digital Teaching Competencies” (DIMOOC ) ” 369 emails were sent to experts, 179 replies were received applying the Expert Competence Coefficient that made the total of 148 experts. After the results obtained, it can be seen that a framework of Digital Teaching Competency (CDD), the Framework of the European Union of Digital Teaching Competence (DigCompEdu), has excelled.
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Citation
Revista Electrónica Interuniversitaria de Formación del Profesorado, N. 3, V. 23, 2020
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