El debate de la tecnología digital en la formación continua del profesorado de Educación Física: usos y conceptos para la enseñanza y el aprendizaje (The debate of digital technology in the continuing Physical Education teacher education: uses and concepts for teaching and learning)
DOI:
https://doi.org/10.47197/retos.v46.94484Palabras clave:
Desarrollo profesional (Professional development), Tecnología digital (Digital Technology), Formación del profesorado (Teacher Education), Comunicación (Communication), Mediación (Mediation), Narrativa (Narrative), Gamificación (Gamification)Resumen
Los programas de formación docente han incorporado recientemente las tecnologías digitales en sus planes de estudios. Sin embargo, esto no parece ser suficiente en vista de todos los desafíos actuales en educación. Esta carencia lleva a los docentes a llenar los vacíos de otras formas, por ejemplo, a través del esfuerzo personal, cursos de especialización y educación permanente. Este estudio tuvo como objetivo describir y analizar la experiencia de formación profesional de profesores de Educación Física con tecnología digital, centrándose en los usos y conceptos de tecnología. Se utilizó como método la investigación-acción y se apoyó en la observación sistemática de encuentros de educación continua, realizados en 2016, donde problematizamos conceptos como comunicación, mediación, narrativa y gamificación. Utilizamos cuestionarios, documentos de evaluación y observación participante para la recolección de datos, con registro en un cuaderno de campo para generar información. Identificamos algunos factores intrínsecos y extrínsecos en la movilización de estos docentes con la incorporación de la tecnología digital. Tres tendencias intrínsecas aparecen como factores principales: 1) el concepto de enseñanza; 2) una creencia en la tecnología digital como posibilidad de relacionarse con la Educación Física; y 3) el tiempo pedagógico para la planificación.
Abstract. Teacher education programs have recently incorporated digital technologies into their curricula. However, this does not seem to be sufficient, given all the current education challenges. This lack leads teachers to fill the gaps in other ways, for example, through personal effort, specialization courses, and permanent education. This study aimed to describe and analyze the professional education experience of Physical Education teachers with digital technology concerning the uses and concepts of technology. We used action research as a method by systematically observing continuing education meetings held in 2016, where we problematized concepts such as communication, mediation, narrative, and gamification. We used questionnaires, evaluation documents, and participant observation for data collection, with records in a field notebook to generate information. We identified some intrinsic and extrinsic factors in the mobilization of these teachers with the incorporation of digital technology. Three intrinsic trends appear as the main factors: 1) the concept of teaching, 2) a belief in digital technology as a possibility to relate to Physical Education, and 3) the pedagogical time for planning.
Citas
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