Publication: Factores, resultados y evaluación del impacto de las comunidades de práctica en el desarrollo de competencias tecnológicas en educación superior. Una revisión sistemática de literatura
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Date
2022
Authors
Lizcano Dallos, Adriana ; Hennig Manzuoli, Cristina
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Publisher
Universidad de Zaragoza, Asociación Universitaria de Formación del Profesorado (AUFOP)
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DOI
https://doi.org/10.47553/rifop.v98i36.2.90739
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info:eu-repo/semantics/article
Description
Abstract
Las instituciones de educación superior buscan
continuamente definir programas de desarrollo profesional
que incentiven en sus docentes prácticas ajustadas a las
demandas de la sociedad del siglo XXI y las comunidades de
práctica son una posibilidad. Este artículo sintetiza los
factores que se involucran en la conformación de
comunidades de práctica, los resultados y formas de
evaluación del impacto de experiencias publicadas en
revistas científicas entre 2012-2021. El interés se centró en
comunidades de práctica para el desarrollo de
competencias tecnológicas en profesores en servicio de
educación superior. Se aplicó el método de revisión de
literatura planteado por Arlene Fink y se describen
preguntas orientadoras, condiciones de búsqueda, criterios
y procedimientos aplicados para seleccionar 14 artículos
para el análisis inductivo, de una base inicial de 282. Entre
los resultados se encuentra que las comunidades de
práctica facilitan el empoderamiento docente y la mejora de
las actitudes hacia la tecnología, proporcionan apoyo para
superar la percepción de soledad cuando se incursiona en
las tecnologías, intercambian conocimientos sobre mejores
prácticas tecnológicas y de enseñanza, incentivan las
reflexiones y modificaciones sobre la práctica docente y
favorecen la generación de vínculos académicos y
profesionales. Algunas brechas identificadas son el poco
desarrollo en la investigación sobre evaluación del impacto,
la relación entre duración de la intervención y resultados
obtenidos, además de un déficit en la publicación de
experiencias en idioma español asociadas con comunidades
de práctica en educación superior.
Higher education institutions are seeking to define professional development programs that encourage their teachers to develop practices adjusted to the demands of 21st century society, and communities of practice are one possibility. This article synthesizes the factors involved in the conformation of communities of practice, the results and forms of evaluation of the impact of experiences published in scientific journals between 2012-2021. The interest was focused on communities of practice for the development of technological competencies in in-service teachers in higher education. The literature review method proposed by Arlene Fink was applied and guiding questions, search conditions, criteria and procedures applied to select 14 articles for the inductive analysis, from an initial base of 282, are described. Among the results, it is found that communities of practice facilitate teacher empowerment and the improvement of attitudes towards technology, provide support to overcome the perception of loneliness when venturing into technologies, exchange knowledge on best technological and teaching practices, encourage reflections and modifications on teaching practice and favor the generation of academic and professional links. Some of the gaps identified are the lack of research on impact evaluation, the relationship between the duration of the intervention and the results obtained, as well as a deficit in the publication of experiences in Spanish associated with communities of practice in higher education.
Higher education institutions are seeking to define professional development programs that encourage their teachers to develop practices adjusted to the demands of 21st century society, and communities of practice are one possibility. This article synthesizes the factors involved in the conformation of communities of practice, the results and forms of evaluation of the impact of experiences published in scientific journals between 2012-2021. The interest was focused on communities of practice for the development of technological competencies in in-service teachers in higher education. The literature review method proposed by Arlene Fink was applied and guiding questions, search conditions, criteria and procedures applied to select 14 articles for the inductive analysis, from an initial base of 282, are described. Among the results, it is found that communities of practice facilitate teacher empowerment and the improvement of attitudes towards technology, provide support to overcome the perception of loneliness when venturing into technologies, exchange knowledge on best technological and teaching practices, encourage reflections and modifications on teaching practice and favor the generation of academic and professional links. Some of the gaps identified are the lack of research on impact evaluation, the relationship between the duration of the intervention and the results obtained, as well as a deficit in the publication of experiences in Spanish associated with communities of practice in higher education.
Citation
Revista interuniversitaria de formación del profesorado, V. 36(2), N. 97, 2022
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