Teaching competences to teach in mediated environments. A ranking from the perspective a group of university teacher

This paper takes as its axis the concept of ‘competence’, understood as a set of knowledge, capabilities, abilities and attitudes, in this case, related to the exercise of the teaching role in mediated environments. The identified competences emerged in response to a task that was proposed to a grou...

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Autores principales: Bossolasco, María Luisa, Chiecher, Analía Claudia
Formato: Artículo revista
Lenguaje:Español
Publicado: Universidad Nacional de Córdoba, Faculdad de Ciencias Sociales, Centro de Estudios Avanzados. Maestría en Procesos Educativos Mediados por Tecnología 2015
Materias:
competencias docentes
entorno mediado
rol docente
metarreflexión
teaching competences
mediated environment
teaching rol
meta reflection
Acceso en línea:https://revistas.unc.edu.ar/index.php/vesc/article/view/11554
Aporte de:
Virtualidad, Educación y Ciencia de Universidad Nacional de Córdoba
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spelling I10-R378-article-115542021-09-21T18:31:51Z Teaching competences to teach in mediated environments. A ranking from the perspective a group of university teacher Competencias docentes para enseñar en entornos mediados. Un ranking desde la perspectiva de un grupo de docentes universitarios Bossolasco, María Luisa Chiecher, Analía Claudia competencias docentes entorno mediado rol docente metarreflexión teaching competences mediated environment teaching rol meta reflection This paper takes as its axis the concept of ‘competence’, understood as a set of knowledge, capabilities, abilities and attitudes, in this case, related to the exercise of the teaching role in mediated environments. The identified competences emerged in response to a task that was proposed to a group of 50 teachers in higher education within the framework of a teacher training course. According to the obtained data, it was not possible to establish a hierarchy of competences, although coincidences were observed between the groups as they pointed out the need to acquire certain skills and incorporate knowledge related to the virtual training modality. Moreover, it became clear that most of the groups prioritized teaching and tutorial competences over technological competences. All of the groups identified as a macro skill - inclusive of the other skills - the recognition of the need to change and innovate. El presente trabajo toma como eje el concepto de “competencias”, entendidas como conjunto de conocimientos, capacidades, habilidades y actitudes, en este caso vinculados con el ejercicio del rol docente en entornos mediados. Las competencias identificadas emergieron como respuesta a una tarea que se propuso a un grupo de 50 docentes de educación superior en el marco de un curso de formación docente. Conforme las respuestas obtenidas, no fue posible establecer una jerarquía de competencias, aunque sí se observaron coincidencias entre los grupos en señalar la necesidad de adquirir determinadas habilidades e incorporar saberes propios de la modalidad de formación virtual. Por otra parte, se hizo evidente que la mayoría de los grupos priorizaron las competencias didácticas y tutoriales por sobre las competencias tecnológicas. Todos los grupos señalaron como una competencia macro, inclusiva de las demás, el reconocimiento de la necesidad de cambiar e innovar. Universidad Nacional de Córdoba, Faculdad de Ciencias Sociales, Centro de Estudios Avanzados. Maestría en Procesos Educativos Mediados por Tecnología 2015-06-20 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion application/pdf https://revistas.unc.edu.ar/index.php/vesc/article/view/11554 10.60020/1853-6530.v6.n10.11554 Virtuality, Education and Science; Vol. 6 No. 10; pp. 38-53 Virtualidad, Educación y Ciencia; Vol. 6 Núm. 10; pp. 38-53 1853-6530 10.60020/1853-6530.v6.n10 spa https://revistas.unc.edu.ar/index.php/vesc/article/view/11554/11985 Derechos de autor 2015 María Luisa Bossolasco, Analía Claudia Chiecher
institution Universidad Nacional de Córdoba
institution_str I-10
repository_str R-378
container_title_str Virtualidad, Educación y Ciencia
language Español
format Artículo revista
topic competencias docentes
entorno mediado
rol docente
metarreflexión
teaching competences
mediated environment
teaching rol
meta reflection
spellingShingle competencias docentes
entorno mediado
rol docente
metarreflexión
teaching competences
mediated environment
teaching rol
meta reflection
Bossolasco, María Luisa
Chiecher, Analía Claudia
Teaching competences to teach in mediated environments. A ranking from the perspective a group of university teacher
topic_facet competencias docentes
entorno mediado
rol docente
metarreflexión
teaching competences
mediated environment
teaching rol
meta reflection
author Bossolasco, María Luisa
Chiecher, Analía Claudia
author_facet Bossolasco, María Luisa
Chiecher, Analía Claudia
author_sort Bossolasco, María Luisa
title Teaching competences to teach in mediated environments. A ranking from the perspective a group of university teacher
title_short Teaching competences to teach in mediated environments. A ranking from the perspective a group of university teacher
title_full Teaching competences to teach in mediated environments. A ranking from the perspective a group of university teacher
title_fullStr Teaching competences to teach in mediated environments. A ranking from the perspective a group of university teacher
title_full_unstemmed Teaching competences to teach in mediated environments. A ranking from the perspective a group of university teacher
title_sort teaching competences to teach in mediated environments. a ranking from the perspective a group of university teacher
description This paper takes as its axis the concept of ‘competence’, understood as a set of knowledge, capabilities, abilities and attitudes, in this case, related to the exercise of the teaching role in mediated environments. The identified competences emerged in response to a task that was proposed to a group of 50 teachers in higher education within the framework of a teacher training course. According to the obtained data, it was not possible to establish a hierarchy of competences, although coincidences were observed between the groups as they pointed out the need to acquire certain skills and incorporate knowledge related to the virtual training modality. Moreover, it became clear that most of the groups prioritized teaching and tutorial competences over technological competences. All of the groups identified as a macro skill - inclusive of the other skills - the recognition of the need to change and innovate.
publisher Universidad Nacional de Córdoba, Faculdad de Ciencias Sociales, Centro de Estudios Avanzados. Maestría en Procesos Educativos Mediados por Tecnología
publishDate 2015
url https://revistas.unc.edu.ar/index.php/vesc/article/view/11554
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first_indexed 2024-09-03T23:10:17Z
last_indexed 2024-09-03T23:10:17Z
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