Competencias digitales en docentes de una escuela profesional universitaria en Apurímac
Digital skills among teachers at a university vocational school in ApurímacContenido principal del artículo
Las competencias digitales en docentes son el conjunto de conocimientos, habilidades y actitudes que permiten a los profesores utilizar eficazmente las tecnologías digitales en la educación. Así, el objetivo de la investigación fue determinar mediante percepción estudiantil el nivel de competencias digitales en docentes ordinarios y contratados de la Escuela Profesional de Educación Inicial Intercultural Bilingüe de la UNAMBA (Abancay, Perú). Se empleó un enfoque cuantitativo, alcance descriptivo y corte transversal. Para los docentes ordinarios, el 33.3% se percibe en nivel básico, el 37.8% en intermedio y el 28.9% en avanzado. Entre los contratados, el 27.5% es considerado básico, el 42.8% intermedio y el 29.8% avanzado. Ambos grupos muestran una concentración en niveles intermedios (37.8%-42.8%), con diferencias menores en básico (-5.8% para contratados) y avanzado (+0.9% para contratados). Los resultados de la investigación demuestran que el tipo de contrato docente (ordinario vs. contratado) no constituye un factor diferenciador significativo en el desarrollo de competencias digitales docentes (CDD) percibidas por estudiantes en entornos interculturales bilingües.
Digital teaching competencies refer to the set of knowledge, skills, and attitudes that enable educators to effectively utilize digital technologies in education. Thus, the objective of this research was to determine, through student perception, the level of digital competencies among tenured and contracted teachers at the School of Initial Bilingual Intercultural Professional Education of UNAMBA (Abancay, Peru). A quantitative approach with descriptive scope and cross-sectional design was employed. Among tenured teachers, 33.3% were perceived at a basic level, 37.8% at an intermediate level, and 28.9% at an advanced level. For contracted teachers, 27.5% were considered basic, 42.8% intermediate, and 29.8% advanced. Both groups show concentration at intermediate levels (37.8%-42.8%), with minor differences in basic (-5.8% for contracted) and advanced levels (+0.9% for contracted). The results demonstrate that the type of teaching contract (tenured vs. contracted) does not constitute a significant differentiating factor in the development of digital teaching competencies (DTC) as perceived by students in bilingual intercultural settings.
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