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Mendioroz Lacambra, Ana

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https://academica-e.unavarra.es/handle/2454/49567

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Mendioroz Lacambra

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Ana

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Ciencias humanas y de la educaciĆ³n

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I-COMMUNITAS. Institute for Advanced Social Research

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0000-0002-7060-7065

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9499

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2018 - 201922020 - 20221
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Author: Mendioroz Lacambra, Ana Ɨ Subject: Teacher training Ɨ

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Now showing 1 - 3 of 3
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    PublicationOpen Access
    Development of digital competence in secondary education teachers' training
    (MDPI, 2018) Napal Fraile, MarĆ­a; PeƱalva VĆ©lez, Alicia; Mendioroz Lacambra, Ana; Ciencias; Zientziak; Ciencias Humanas y de la EducaciĆ³n; Giza eta Hezkuntza Zientziak
    Digital competence is one of the eight key competences for life-long learning developed by the European Commission, and is a requisite for personal fulfilment and development, active citizenship, social inclusion, and employment in a knowledge society. To accompany young learners in the development of competence, and to guarantee optimal implementation of information and communication technologies (ICTs), it is necessary that teachers are, in turn, literate. We had 43 secondary school teachers in initial training to assess their own level of competence in 21 sub-competences in five areas identified by the DIGCOMP project, using the rubrics provided in the Common Digital Competence Framework for Teachers (Spanish Ministry of Education). Overall, pre-service teachers' conceptions about their level of digital competence was low (Initial). Students scored highest in information, which refers mostly to the operations they performed while being students. Secondly, in safety and communication, excluding protection of digital data and preservation of digital identity. Lowest values were achieved in content creation and problem solving, the dimensions most closely related with the inclusion of ICTs to transform teaching-learning processes. The knowledge or skills they exhibit are largely self-taught and, so, we perceive an urgent need to purposefully incorporate relational and didactic aspects of ICT integration.
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    PublicationOpen Access
    La competencia investigativa del profesorado en formaciĆ³n: percepciones y desempeƱo
    (Universidad AutĆ³noma de Baja California, 2022) Mendioroz Lacambra, Ana; Napal Fraile, MarĆ­a; PeƱalva VĆ©lez, Alicia; Ciencias; Zientziak; Ciencias Humanas y de la EducaciĆ³n; Giza eta Hezkuntza Zientziak; Institute for Advanced Social Research - ICOMMUNITAS
    La competencia investigativa es fundamental para construir una cultura cientĆ­fica bĆ”sica. Trabajarla desde la primera infancia contribuye a desarrollar la capacidad de elaborar explicaciones a partir de la indagaciĆ³n y la construcciĆ³n teĆ³rica. La mayorĆ­a de las investigaciones sobre la competencia investigativa del profesorado se enfocan desde un plano teĆ³rico. El objetivode este trabajoes analizar las percepciones de 208 alumnos del Grado de Maestro sobre su propia competencia investigativa y contrastarlas con su desempeƱo real. Las percepciones se valoran mediante un cuestionario que tomaen cuenta las habilidades y destrezas vinculadasa la competencia investigativa, ajustadas enuna escala Likert. El desempeƱose midiĆ³a partir de cuatro tareas que responden a los tipos de pensamiento exigidos para el desarrollo de esta competencia: comprensivo, crĆ­tico, creativo y metacognitivo. Los resultados muestran que el alumnado no es consciente de sus carencias ni de sus necesidades formativas, lo que es imprescindible para aprender a aprender.
  • Thumbnail Image
    PublicationOpen Access
    Development of the digital competence in Secondary Education teachers' training
    (MDPI, 2018) Napal Fraile, MarĆ­a; PeƱalva VĆ©lez, Alicia; Mendioroz Lacambra, Ana; Ciencias Humanas y de la EducaciĆ³n; Giza eta Hezkuntza Zientziak; Ciencias; Zientziak
    Digital competence is one of the 8 key competences for life-long learning developed by the European Commission, and is requisite for personal fulfilment and development, active citizenship, social inclusion and employment in the knowledge society. To accompany young learners in the development of the competence, it is necessary that parents and teachers are, in turn, literate. The level of Teacher Digital Competence of 43 Secondary School teachers in initial training was evaluated using the Common Framework, a series of rubrics for 21 sub-competences in 5 areas. The overall level of competence was low (Basic). Students scored highest in Information, which refers mostly to the operations they performed while students. Secondly, in Safety and Communication, excluding Protection of Digital Data and preservation of the Digital Identity. Lowest values were achieved in Content Creation and Problem Solving, the dimensions most closely related with the inclusion of ICTs to transform teaching-learning processes. The knowledge or skills they exhibit are largely self-taught and, so, we perceive an urgent need to purposefully incorporate relational and didactic aspects of ICT integration.