Integració de les TIC en l'ensenyament de ELE: anàlisi de la implementació de TPACK en la Formació de Professors d'Educació Primària a Espanya.

Autors/ores

DOI:

https://doi.org/10.1344/der.2024.45.214-221

Paraules clau:

TPACK, Ensenyament de Llengües Estrangeres, Formació Inicial de Mestres, Anàlisi de Contingut, Guies Docents

Resum

Aquest estudi examina els programes de formació inicial de mestres d’Educació Primària a Espanya, centrant-se en l’Ensenyament de Llengües Estrangeres (ELE) i la integració de tecnologia. L'estudi parteix del marc conceptual de Coneixement Pedagògic del Contingut Tecnològic (TPACK) (Mishra & Kohler, 2006) i aplica una metodologia d'anàlisi de contingut. L’interès científic rau en l’escassetat d’estudis que examinen ELE dins del context espanyol.  Es va fer un estudi nacional exhaustiu que va incloure les 39 universitats públiques que ofereixen el Grau en Educació Primària, analitzant en profunditat 496 guies de cursos d'ELE. Les troballes revelen que menys de la meitat de les assignatures incorporen tecnologia. Quan s'hi inclou, sorgeixen dues tendències: la integració de TPACK i la presentació de tecnologia com una competència general, no específicament adaptada a ELE. La conclusió principal és que la incorporació de TPACK en aquest context és moderada, cosa que evidencia la necessitat d'una integració més complexa i específica de la tecnologia en els programes de formació de mestres d'ELE. Això subratlla la importància de millorar la competència digital i pedagògica dels futurs educadors en un entorn educatiu cada cop més tecnològic.

Biografies de l'autor/a

María Bobadilla-Pérez , Universidade da Coruña

Dr. María Bobadilla-Pérez is an Associate Professor in the Department of Department of Specific Didactics and Research Methods at the University of A Coruna (Spain). She teaches different courses of Foreign Language Teaching and Bilingual/Plurilingual Education. She received a Ph.D. in Languages and Literature at the State University of New York (2004) and has a Ph.D. in the same area from the University Complutense of Madrid (2006). As an interdisciplinary researcher, her main field of studies are concerned with Second Language Acquisition, Bilingual and Plurilingual Education and Didactics of Language, Literatures and Culture.

Begoña Rumbo Arcas, Universidade da Coruña

Dr. Begoña Rumbo Arcas is a professor of the Department of Pedagogy and Didactics. Her main lines of research focus on adult education and university teaching from an interdisciplinary approach. Among  her latest collaborations are Teacher Competences in Higher Education: A Systematic Review Study with a Focus on Equity (AERA, 2022); Comparative interregional study of mathematics education in the initial training of primary education teachers (RELIME, 2021). 

Lucia Fraga-Viñas, Universidade da Coruña

Dr. Lucia Fraga-Viñas is a hired researcher at University of A Coruña (UDC. She is currently a visiting researcher at Universidade do Minho where she is doing a post-doctoral programme as part of the Spanish Government’s Excellence Scholarship “Margarita Salas” she obtained. She is a member of the research group DILEC (UDC) and CIEd (UMinho). Areas of research: TEFL, assessment, rubrics, CEFR, and plurilingualism.

Noelia Mª Galán-Rodríguez, Universidade da Coruña

Dr. Noelia Mª Galán-Rodríguez is a professor at the Faculty of Education (Universidade da Coruña, UDC) where she teaches Foreign Language Teaching and Methodologies courses. She is also a member of the research group DILEC (UDC). Her research interests are affective and cognitive factors in FL learning, plurilingualism, intertextuality, transmedia narratives and popular culture.  

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Descàrregues

Publicades

2024-07-01

Número

No 45 (2024): Number 45, June 2024 [Monographic] Artificial intelligence from the perspective of educability

Secció

Artículos revisados por pares

Llicència

Drets d'autor (c) 2024 Tania F. Gómez Sánchez, María Bobadilla-Pérez , Begoña Rumbo Arcas, Lucia Fraga-Viñas, Noelia Mª Galán-Rodríguez

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