Métricas alternativas
Keywords
PCK
digital competence
teaching resources
computing Pedagogía
PCK
competencia digital
recursos didácticos
informática
How to Cite
Abstract
In September 2014 the new National Curriculum programmes of study for Computing became mandatory in England, replacing Information and Communications Technology (ICT) as a school subject and introducing Computer Science into schools. This posed a challenge for in-service ICT teachers without sufficient Computer Science subject knowledge: teachers needed to develop both subject and pedagogical knowledge to make the transition from teaching ICT to teaching Computing.
A multiple case study undertaken during doctoral research explored teachers’ responses in practical and pedagogical terms to planning for the new programmes of study. Nine pre-2014-trained teachers participated. The study used semi-structured interviewing while teachers engaged in lesson-planning activities, captured mostly via video calling and desktop sharing. The process captured the various ways that teachers located, modified and re-used materials and online communities of practice to develop crowd-sourced curricula.
Este estudio explora cómo los profesores de Tecnologías de la Información y la Comunicación (TIC) fueron capaces de enseñar los nuevos elementos de los programas de estudio ante el cambio importante en el Currículo Nacional de Inglaterra. En la investigación se optó por una metodología de estudio de casos múltiples en el que participaron nueve profesores experimentados, utilizando el análisis de contenido para explorar los datos documentales y audiovisuales de las sesiones de planificación de las clases, capturadas en su mayoría a través de videollamadas y del uso compartido del escritorio. El proceso captó las diversas formas en que los profesores localizaron, modificaron y reutilizaron materiales digitales y accedieron a comunidades de práctica en línea para desarrollar el curriculum de forma participativa. Los resultados revelan que trabajar en la competencia digital de los profesores relacionándola con su necesidad de asimilar conceptos desconocidos, pero necesarios, en el proceso de razonamiento pedagógico les facilitó el desarrollo de un conocimiento suficiente de la materia y del conocimiento didáctico del contenido (CDC/PCK). La falta de ese tipo de conocimientos influye dificultando el proceso de planificación de las clases, pero la estrategia de localización y el uso de los recursos compartidos les ayudaron a desarrollar el CPC. Las competencias digitales de los profesores para la búsqueda de recursos didácticos adecuados en sus comunidades de práctica permitieron el desarrollo de la pedagogía en colaboración.
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