Ecologías de aprendizaje para usar las TIC inspirándose en docentes referentes

Mirroring learning ecologies of outstanding teachers to integrate ICTs in the classroom

Palabras clave

Ecologías de aprendizaje, desarrollo profesional docente, educación primaria, docentes referentes, TIC, caso de estudio, factores influyentes, metodología cualitativa

Resumen

Este artículo presenta un estudio exploratorio que examina prácticas de docentes referentes de Educación Primaria en su desarrollo profesional para la integración de las TIC en la docencia y el aprendizaje como medio de comprensión operacional de las ecologías de aprendizaje. Un docente referente en el contexto de este estudio es aquel que innova pedagógicamente y que influye en la comunidad, habiendo desarrollado con éxito su ecología de aprendizaje. Mediante un enfoque cualitativo, se explora el concepto de ecologías de aprendizaje como motor de la innovación en el desarrollo profesional de los docentes, utilizando una muestra cuidadosamente seleccionada de nueve profesores de Educación Primaria. A partir de entrevistas en profundidad, codificación específica y análisis con NVivo, los resultados muestran que estos docentes despliegan sistemas organizados de actividades, relaciones y recursos, que pueden ser caracterizados como componentes de sus ecologías de aprendizaje para mantenerse permanentemente actualizados. Se identifican algunas de las características y factores que potencialmente facilitan u obstaculizan el desarrollo de su ecología de aprendizaje. Futuras investigaciones en esta línea permitirán mejorar la comprensión de las ecologías de aprendizaje profesional de los docentes, apoyando nuevas intervenciones y recomendaciones para el desarrollo profesional.

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Ficha técnica

Recibido: 30-05-2019

Revisado: 14-07-2019

Aceptado: 01-08-2019

Preprint: 15-11-2019

Fecha publicación: 01-01-2020

Tiempo de revisión del artículo : 45 días | Media tiempo revisión número 62: 40 días

Tiempo de aceptación del artículo: 63 días | Media tiempo aceptación número 62: 72 días

Tiempo de edición del preprint: 171 días | Media tiempo edición número preprint 62: 176 días

Tiempo de edición del artículo: 216 días | Media tiempo edición número 62: 221 días

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Romeu-Fontanillas, T., Guitert-Catasús, M., Raffaghelli, J., & Sangrà, A. (2020). Mirroring learning ecologies of outstanding teachers to integrate ICTs in the classroom. [Ecologías de aprendizaje para usar las TIC inspirándose en docentes referentes]. Comunicar, 62, 31-42. https://doi.org/10.3916/C62-2020-03

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