Las percepciones de los profesores de EFL sobre los desafíos del desarrollo profesional basado en la tecnología
DOI:
https://doi.org/10.30827/portalin.vi2023c.29627Palabras clave:
Creencias de los profesores, percepciones de los profesores, desarrollo profesional de los profesores, instrucción basada en tecnología, programas de educación de profesores, compromiso y motivación de los estudiantesResumen
El desarrollo profesional de los profesores de pre-servicio podría asumir un papel urgente en el aumento de la calidad de la enseñanza y los resultados del aprendizaje. La evolución de las tecnologías permite nuevas y diferentes formas de desarrollo profesional. Sin embargo, las oportunidades de desarrollo profesional de los docentes son limitadas y los resultados son polémicos. En este estudio, para capturar los desafíos de un desarrollo profesional basado en la tecnología, los investigadores examinaron las percepciones de los profesores de las barreras a la integración de la tecnología y las prácticas instruccionales. Trescientos participantes fueron reclutados a través de una encuesta en línea - cuestionario de desarrollo profesional basado en la tecnología. Mediante el empleo de modelos de ecuaciones estructurales (SEM), los investigadores analizaron los datos. Los resultados del estudio indicaron que la brecha entre la información y el uso de aparatos basados en la tecnología estaba relacionada con las dificultades que enfrentan los profesores con las direcciones basadas en la tecnología. Los maestros alfabetizen tecnología sabían cómo integrar su percepción en su sentido común de la instrucción y tenían un mayor compromiso e inspiración de los estudiantes. En cualquier caso, los profesores analfabetos en tecnología tenían problemas mecánicos que reducían su educación. Se pueden extraer algunas ramificaciones de la revisión, por ejemplo, el requisito de los proyectos de instrucción de los maestros para desarrollar aún más la conciencia de los maestros de las nuevas estrategias educativas innovadoras de aprendizaje, y la importancia de dar oportunidades para obtener dominio computarizado. Nuestros hallazgos tienen implicaciones tanto teóricas como prácticas para los programas de capacitación de maestros antes y durante el servicio. Sobre la base de estos descubrimientos, las sugerencias para el plan de desarrollo profesional en línea y las lagunas para los exámenes futuros se eliminan.
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