New scenarios and trainers' digital competencies: Towards the professionalization of teaching with ICT

José Tejada Fernández, Katia V.Pozos Pérez

Research output: Contribution to journalArticleResearchpeer-review

12 Citations (Scopus)

Abstract

© 2018 Grupo de Investigacion FORCE. All rights reserved. In the current context, training of trainers has, as a referent, the professional profile and thus, the teachers' professional competencies. While in the last decades many efforts to study in depth this particular issue have been made, we think this study requires further study, above all from the new training scenarios propitiated by ICT, which are bringing about a complete redefinition not only of the professional profile in terms of new functions and roles, but of their own professional competences and digital competences. This leads us to assume that it is necessary to get deeper into comprehension of the teachers' digital competence structure in order to reorient the sense of their training in the same direction of their professional development, within both initial training and continuous training for its accomplishment, regardless of training scenarios, modality, sequence, resources, evaluation and recognition or accreditation of the training (or the acquisition of digital competence in any other ways: non-formal or informal learning). This concern by the structure of competences is not new but it is recent. It has been from the last decade, concretely since 2008 (ISTE, 2008, although it has prior origins; UNESCO, 2008), as first exponents of the emergence of the efforts of the valuable compilation of teachers' digital competence, developing also further standards about this competence. While there is not a general agreement about it, facing the road of the development of the new teachers' profile - key issue and reference point of a training with sense of direction -, it seems to us a great deal of concern overcoming certain dissemination or basic literacy courses more focused on technical than in pedagogical issues (pedagogical integration of ICT). Moving in this direction and considering these new scenarios, we present a model to integrate the digital competence into the university teacher' professional profile, as well we reflect about some derived implications for the training of trainers.
Original languageEnglish
Pages (from-to)25-51
JournalProfesorado
Volume22
Issue number1
Publication statusPublished - 1 Jan 2018

Keywords

  • Digital competence standards
  • Professional development
  • Professional scenarios
  • Teacher's digital competence
  • Training of trainers

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