Competencia digital, actitudes y expectativas hacia las tecnologías digitales. Perfil de los futuros maestros de primaria

Este estudio pretende trazar un perfil del alumnado que cursa el Grado de Maestro en Educación Primaria en relación a sus hábitos en el uso de las tecnologías digitales, la percepción sobre su competencia digital, así como de las expectativas y actitudes hacia el uso de la tecnología en su ámbito personal y académico. Se realiza asimismo una comparación entre alumnos pertenecientes a dos planes de estudios distintos. Los datos se obtienen mediante el cuestionario INCOTIC 2.0. Tras el análisis de datos se evidencia el alto uso que hacen de la tecnología a través de dispositivos móviles y portátiles, especialmente en el ámbito de las relaciones sociales. Se muestra una buena actitud hacia el uso académico de la tecnología y una favorable expectativa de uso. En cuanto a la percepción de la competencia digital, destacan en las alfabetizaciones comunicativa y multimedia. Comparando ambos grupos, no se observan diferencias significativas en la mejora de la competencia digital, estas se limitan al ámbito comunicativo, las actitudes y las expectativas que tiene el estudiantado hacia las TIC. De acuerdo con los resultados, se propone incidir en la mejora de las áreas informacional y tecnológica, ambas fundamentales para su desarrollo profesional docente. This study aims to draw a profile of the students who are studying the Bachelor's Degree in Primary Education in relation to their habits in the use of digital technologies, the perception of their digital competence, as well as the expectations and attitudes towards the use of technology in their personal and academic environment. A comparison is also made between students belonging to two different study plans. The data is obtained through the INCOTIC 2.0 questionnaire. After data analysis, the high use they make of technology through mobile and portable devices is evident, especially in the field of social relationships. In addition, there is a good attitude towards the academic use of technology and a favorable expectation of use. Regarding the perception of digital competence, they stand out in communicative and multimedia literacies. However, in the comparison of both groups, no significant differences are observed in the improvement of digital competence, and these are limited to the communicative field of these technologies, attitudes and expectations that the students have towards digital technologies. According to the results, it is proposed to influence the improvement of the informational and technological areas, both vital for their teaching professional development.

PROFESSIONAL DEVELOPMENT OF TEACHERS IN TECHNO-UPGRADED TEACHING LEARNING ENVIRONMENT

Teaching is a process of attending pupils need, feelings and expectations so that they learn the particular desired things. It is like a profession in which the teachers mould the behaviour of learners and shape it according to the need of the learners so that they contribute for strong nation building.” A teacher can never truly teach unless he is still learning himself. A lamp can never light another lamp unless it continues to burn its own flame.’’- By Rabindranath Tagore. In the field of teaching, professional development of teacher is the need of the hour and professionalism helps the teacher teach how to give their best and contribute meaningful teaching. Now a days technology plays a vital role in every sphere of life, it is the mother of civilisation. Technology has revolutionized all the aspects and educational aspect is not an exception. Techno- upgraded teaching learning environment makes teaching learning more enjoyable for both teacher and learners and transfer of knowledge become very easy and convenient for all. Information and communication technology widely used in pedagogical activities and curriculum development in the field of education. In the context of techno-upgraded teaching learning environment the use of multimedia approach helps both teachers and students in their process of learning. It is a new paradigm of learning where virtual experimental learning is given importance.

STEAM teaching professional development works: effects on students’ creativity and motivation

A promising way to bring STEAM (STEM enriched with Arts) into classrooms is the Professional Development (PD) path. Its main difference to a usual PD lies in the introduction of creativity with its social skills rather than just on cognitive learning, and thus in STEAM teaching, teachers need training in new ways of teaching. In order to establish STEAM in everyday school life, an effective PD is required to go beyond one-time interventions, which seldom work sustainably. After our course schedule, the participating teachers were supposed to apply their expertise in their next school year’s classroom. The provided material ensured the teachers to work regularly with STEAM, and as the involved teachers were supposed to recapitulate and consolidate their STEAM skills in their classroom work. Following the PD goals, the students (N = 550) of the participating teachers were monitored for scientific motivation and creativity in order to examine the PD effects. For the analysis, we calculated canonical correlations to confirm the association between creativity and motivation. The structural equation model (SEM) confirmed the model that with STEAM creativity has a positive effect on motivation: A long-term PD that is integrated into school life is an appropriate socio-cultural sustainability entry to promote creativity in classrooms. Through creativity, apparently, students’ self-efficacy increase. In conclusion, integrating creativity into education via PD works and may provide a promising channel to multiplication into further science classrooms, which is discussed in the conclusions.

Leveraging Psychosocial Interventions to Motivate Instructor Participation in Teaching Professional Development

Teaching professional development (TPD) efforts to reform undergraduate education will not meet their goals if instructors are not motivated to attend. Research on psychosocial interventions could be leveraged to design interventions that will increase instructors’ motivation to attend TPD.

Desenvolvimento Profissional Docente: Um Processo Contínuo de Formação / Teaching Professional Development: A Continuous Training Process

O presente artigo apresenta uma abordagem sobre o tema Desenvolvimento Profissional Docente. Tem como objetivo refletir sobre os distintos aspectos do desenvolvimento profissional e sobre as possibilidades de transformação para a otimização do processo de formação contínua dos professores. Este estudo caracteriza-se uma pesquisa bibliográfica de abordagem qualitativa, a partir do pensamento entre os autores embasadas nas leituras de diferentes obras. O desenvolvimento profissional docente, processo contínuo de formação, necessita ser valorizado, repensado e melhor desenvolvido levando em conta as bases que fundamentam as ações das instituições de ensino. As atualizações contínuas no aprendizado são indispensáveis para alcançar qualquer objetivo profissional, a atualização de conhecimentos deve ser encarada como um instrumento e estratégia de crescimento profissional e pessoal.

DESENVOLVIMENTO PROFISSIONAL DOCENTE: o que ensinam os Professores Eméritos?

TEACHING PROFESSIONAL DEVELOPMENT: what do Professors Emeritus teach?DÉVELOPPEMENT PROFESSIONNEL DES ENSEIGNANTS: les Professeurs Emérites enseignent quoi?RESUMOA pedagogia universitária preocupa-se com a profissão docente, seus saberes e formação. Com esta perspectiva realizamos uma pesquisa com professores que trabalham ou trabalharam em cursos de Geografia em universidades públicas no Brasil e que alcançaram o título de Professor Emérito. Usando os princípios da pesquisa qualitativa, que valoriza a memória, os sete professores que responderam ao convite foram ouvidos em entrevistas semiestruturadas. Os resultados indicaram que os processos de constituição da docência são históricos e culturais, que estes professores desenvolveram trajetórias que articularam o ensino e a pesquisa, podendo ser referências no campo profissional docente.Palavras-chave: Educação; Professores Eméritos; Desenvolvimento Profissional Docente.ABSTRACTThe university pedagogy is concerned with the teaching profession, its knowledge and training. With this perspective we carried out a research with teachers who work or worked in Geography courses in public universities in Brazil and that reached the title of Emeritus Professor. Using the principles of qualitative research, which values memory, the seven teachers who responded to the invitation were heard in semi-structured interviews. The results indicated that the processes of teacher education are historical and cultural, and that these teachers developed trajectories that articulated teaching and research, and could be references in the professional field of teaching.Keywords: Education; Emeritus Professor; Teaching Professional Development.RÉSUMÉ La pédagogie universitaire s'intéresse au métier d'enseignant, à ses connaissances et à sa formation. Dans cette perspective, nous avons mené une enquête auprès de professeurs qui travaillent ou ont travaillé sur des cours de géographie dans des universités publiques du Brésil et qui ont obtenues le titre de Professeur Émérite. En utilisant les principes de la recherche qualitative, qui valorise la mémoire, les sept enseignants qui ont répondu à l'invitation ont été entendus lors d'entretiens semi-structurés. Les résultats ont indiqué que les processus de constitution de l'enseignement sont historiques et culturels, que ces enseignants ont développé des trajectoires articulant enseignement et recherche, et peuvent être des références dans le domaine professionnel de l'enseignement.Mots-clés: Éducation; Professeurs Émérites; Perfectionnement Professionnel des Enseignants.