Publication: Competencia digital docente percibida del profesorado bilingüe en formación : estudio comparativo entre enseñanza presencial y enseñanza a distancia de emergencia
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Date
2022
Authors
Palacios-Hidalgo, Francisco Javier ; Huertas-Abril, Cristina A. ; Gómez-Parra, María Elena
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Publisher
Universidad de Murcia, Servicio de Publicaciones
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DOI
http://dx.doi.org/10.6018/red.466771
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info:eu-repo/semantics/article
Description
Abstract
La competencia digital resulta de suma importancia por su vinculación directa al manejo de las tecnologías, un dominio que resulta clave en la actualidad. Sin embargo, no existen investigaciones que analicen la competencia digital del profesorado de educación bilingüe en formación ni la relación entre esta y la enseñanza a distancia en situaciones de emergencia como la causada por la COVID-19. Mediante un análisis cuantitativo, este artículo compara las percepciones del dominio de la competencia digital docente entre dos grupos de profesorado bilingüe en formación. Los resultados revelan una competencia percibida positiva en general además de diferencias significativas en favor de las mujeres en cuanto al género y en cuanto a la instrucción recibida en favor de la docencia presencial frente a la enseñanza a distancia de emergencia. Se concluye la necesidad de formación específica que permita al profesorado desarrollar su competencia digital, así como experimentar situaciones de enseñanza de emergencia.
Digital competence is of utmost importance due to its direct link to the use of technologies, a key ability in the 21st-century society. However, research analyses neither pre-service bilingual teachers’ digital competence nor its relationship with emergency remote teaching in situations such as that caused by COVID-19. Following a quantitative analysis, this paper compares the perceptions regarding teacher digital competence of two groups of pre-service bilingual teachers. Findings reveal an overall positive perceived competence. Moreover, significant differences are observed in favor of women in terms of gender and in terms of received instruction in favor of face-to-face teaching versus emergency remote teaching. It is also concluded the need for specific training for teachers to develop their digital competence, as well as the necessity to experience emergency remote teaching situations.
Digital competence is of utmost importance due to its direct link to the use of technologies, a key ability in the 21st-century society. However, research analyses neither pre-service bilingual teachers’ digital competence nor its relationship with emergency remote teaching in situations such as that caused by COVID-19. Following a quantitative analysis, this paper compares the perceptions regarding teacher digital competence of two groups of pre-service bilingual teachers. Findings reveal an overall positive perceived competence. Moreover, significant differences are observed in favor of women in terms of gender and in terms of received instruction in favor of face-to-face teaching versus emergency remote teaching. It is also concluded the need for specific training for teachers to develop their digital competence, as well as the necessity to experience emergency remote teaching situations.
Citation
RED: revista de educación a distancia, N. 69, V. 22, 2022
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