Percepción estudiantil de competencias digitales docentes sin distinción contractual en educación intercultural bilingüe
Student Perception of Teachers’ Digital Competencies Regardless of Contractual Status in Intercultural Bilingual EducationContenido 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 estudian-til el nivel de competencias digitales en docentes ordinarios y contratados de la Escuela Pro-fesional de Educación Inicial Intercultural Bilingüe. Se empleó un enfoque cuantitativo, al-cance 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 bási-co (-5.8% para contratados) y avanzado (+0.9% para contratados). Los resultados de la in-vestigación demuestran que el tipo de contrato docente (ordinario vs. contratado) no consti-tuye 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 Profes-sional Education. 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 concentra-tion at intermediate levels (37.8%-42.8%), with minor differences in basic (-5.8% for contract-ed) 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 fac-tor in the development of digital teaching competencies (DTC) as perceived by students in bilingual intercultural settings.
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