PRACTICAL TRAINING INSTALLED ON THE CURRICULUM OF INITIAL TEACHER INSTRUCTION IS UNDERSTOOD AS A FUNDAMENTAL CURRICULAR SPACE FOR TEACHING LEARNING AND THE CONSTRUCTION OF PEDAGOGICAL KNOWLEDGE IN FUTURE TEACHERS. CONSIDERING THAT THE PROFESSIONAL TEACHER PERFORMANCE IS DEVELOPED IN DIVERSE DEMOGRAPHIC AND SOCIOCULTURAL CONTEXTS, THIS ARTICLE PRESENTS THE RESULTS OF A RESEARCH THAT LOOKED INTO THE SIGNIFICANCES ATTRIBUTED BY PEDAGOGY STUDENTS TO THE EXPERIENCE OF PRACTICAL TRAINING IN TWO DIFFERENT SOCIO-EDUCATIONAL CONTEXTS: THE URBAN AND RURAL SCHOOL. IN ITS DESIGN, IT WAS EMPLOYED A QUALITATIVE METH- ODOLOGY, THE SEMI-STRUCTURED INTERVIEW WAS THE TECHNIQUE OF PRODUCTION OF INFORMATION. TWELVE STUDENTS OF TWO GENERAL PRIMARY EDUCATION PROGRAMS, FROM A PUBLIC UNIVERSITY IN CHILE PARTICIPATED. AMONG MAIN RESULTS, A POSITIVE VALUATION OF PRACTICAL TRAINING IS HIGHLIGHTED IN BOTH PERFORMANCE CONTEXTS, AND IN PARTICULAR, FOR RURALITY, THE FORMATIVE IMMERSION IN THIS EDUCATIONAL SPACE CONTRIBUTES TO EXTEND THE MEANINGS ABOUT BEING A TEACHER, RELIEVING SOCIAL ROLE AND WORK WITH THE COMMUNITY THAT TEACHERS DEVELOP IN THIS CONTEXT.

SE PRESENTA UN ESTUDIO SOBRE CREENCIAS EN ESTUDIANTES DE PSICOLOGÍA DE SEIS UNIVERSIDADES CHILENAS, SOBRE TECNOLOGÍAS DE INFORMACIÓN Y COMUNICACIÓN (TIC); SE CONSIDERAN METAS EN LAS CREENCIAS, VALORADAS COMO MEDIOS O COMO FINES. SE EMPLEÓ UN ESTUDIO CUALITATIVO, DONDE PARTICIPARON 76 ESTUDIANTES DE PSICOLOGÍA, DE INSTITUCIONES PÚBLICAS Y PRIVADAS. PARA CONFIGURAR LAS CREENCIAS, SE APLICÓ UNA MATRIZ IDEOGRÁFICA QUE REGISTRÓ OPINIONES SOBRE LA RELACIÓN ENTRE INFORMÁTICA Y PSICOLOGÍA, CON UNA JUSTIFICACIÓN DE ESA RAZÓN. EL ANÁLISIS CONSISTIÓ EN UNA PRIMERA ETAPA DE CONSTRUCCIÓN DE CATEGORÍAS, MEDIANTE CODIFICACIÓN ABIERTA; EN LA SEGUNDA ETAPA SE REALIZÓ EL LEVANTAMIENTO DE LA ESTRUCTURA DE LAS METAS, A TRAVÉS DE ANÁLISIS DE MENCIONES DE VÍNCULOS ENTRE CATEGORÍAS, QUE CORRESPONDERÍA AL MODELO DE CREENCIAS RESPECTO A LAS TIC. LOS RESULTADOS EVIDENCIAN SIETE CATEGORÍAS, DESTACANDO COMO BASE PARA EL USO DE TIC, LA DENOMINADA COMODIDAD Y RAPIDEZ, ASÍ COMO UNA META DE FINALIDAD DENOMINADA APOYO EN TAREAS PSICOLÓGICAS, QUE ES ADEMÁS, LA VALORADA MÁS ABSTRACTAMENTE. SE CONCLUYE QUE LOS ESTUDIANTES POSEEN UNA REPRESENTACIÓN INSTRUMENTAL DE LAS TIC, SOLO COMO MEDIO DE APOYO A LAS ACTIVIDADES PSICOLÓGICAS, LA QUE ES ACEPTADA Y VALORADA SOCIALMENTE, OBSTACULIZANDO SU INCLUSIÓN EN LA PSICOLOGÍA COMO ÁREA DE DESARROLLO E INVESTIGACIÓN.

THIS PAPER PRESENTS THE PROCESS OF VALIDATION OF A SELF-RATING SCALE DIGITAL SKILLS FOR STUDENTS OF PEDAGOGY. THE STRUCTURE OF THE INSTRUMENT INCLUDES FIVE DIMENSIONS: PEDAGOGICAL - SOCIAL, ETHICAL AND LEGAL - TECHNICAL - SCHOOL MANAGEMENT AND PROFESSIONAL DEVELOPMENT. THE VALIDATION PROCEDURE CONSIDERED THE CONTENT, CONSTRUCT VALIDATION THROUGH FACTORIAL ANALYSIS AND DETERMINATION OF RELIABILITY THROUGH CRONBACHS ALPHA. THE SCALE WAS APPLIED TO A SAMPLE OF 161 STUDENTS OF PEDAGOGY OF THE UNIVERSITY OF THE BÍO BÍO (CHILE) WHO HAD STARTED THE ACTIVITY OF PROFESSIONAL PRACTICE. THE PROCESS DEVELOPED ALLOWED TO GIVE SCIENTIFIC VALIDITY TO THE INSTRUMENT DESIGNED.

TEACHER PROFESSIONAL DEVELOPMENT HAS USUALLY BEEN ANALYZED FROM AN INSTRUMENTAL APPROACH, FAVORING THE COMMAND OF THEORETICAL KNOWLEDGE OVER THE CONSTRUCTION OF PRACTICAL KNOWLEDGE THAT GIVES MEANING TO THE TEACHERS PROFESSION. BASED ON THIS, THE PRESENT ARTICLE DESCRIBES THE MEANING OF TEACHING PRACTICAL KNOWLEDGE, ITS ORIGIN, CHARACTERISTICS, AND METHODOLOGICAL DIMENSION, FROM CURRENT SCIENTIFIC RESEARCH. THE METHOD CONSIDERED A SYSTEMATIC LITERATURE REVIEW, USING THE WOS, SCOPUS, SCIELO AND ERIC DATABASES. ONLY 19 ARTICLES THAT MET THE INTERNALLY DEFINED INCLUSION CRITERIA WERE SELECTED. THE RESULTS SHOW THAT PRACTICAL KNOWLEDGE PRESENTS CONCEPTUAL INACCURACIES; PRACTICAL KNOWLEDGE IS CONFIGURED IN PROFESSIONAL EXPERIENCE, AND IT IS CHARACTERIZED BY BEING LINKED TO EDUCATIONAL CONTEXT. IN ADDITION, IT WAS FOUND THAT A QUALITATIVE RESEARCH APPROACH PREVAILS, AND NARRATIVES PREDOMINATE TO STIMULATE THE INTROSPECTION OF TEACHERS. IN ADDITION, THE PREVALENCE OF A QUALITATIVE APPROACH TO THE INVESTIGATIVE APPROACH WAS FOUND, WITH NARRATIVES BEING THE MOST USED RESOURCE TO STIMULATE TEACHER INTROSPECTION. FINALLY, IT IS NECESSARY TO AGREE ON PRACTICAL KNOWLEDGE MEANING, TO FAVOR EXCHANGE, VALIDATION, AND ASSESSMENT PROCESSES IN EDUCATIONAL AND ACADEMIC COMMUNITIES, AND ALSO TO RELIEVE THE TEACHER AS A BUILDERCARRIER OF KNOWLEDGE.

REVISTA HIPOTESE ISSN: 2446-7154

THE EXPECTATION NOW EXISTS THAT FUTURE GENERATIONS OF TEACHERS WILL GRADUATE BEING COMPETENT IN THE PEDAGOGICAL USE OF ICTS, AS THIS WOULD FAVOR STUDENTS? LEARNING. NEVERTHELESS, A VARIETY OF STUDIES REVEAL SIGNIFICANT DIFFERENCES IN THE LEVEL OF KNOWLEDGE ABOUT THESE TOOLS OWNED BY MEN IN COMPARISON WITH WOMEN, THIS BEING A HIGHLY WORRYING ASPECT IN VIEW OF THE EVIDENT FEMINIZATION OF PEDAGOGY DEGREES. IN THIS REGARD, THE PRESENT PAPER SHOWS THE MAIN RESULTS OBTAINED IN A STUDY WHICH HAD AS ITS AIM TO DETERMINE THE IMPACT THAT GENDER HAS ON EACH ONE OF THE DIGITAL COMPETENCE DIMENSIONS. A DESCRIPTIVE DESIGN WAS USED FOR THIS PURPOSE, WHERE AN INSTRUMENT DESIGNED AD HOC FOR OUR RESEARCH WAS APPLIED TO 175 STUDENTS AT A CHILEAN UNIVERSITY.THE ANALYSES WERE PERFORMED BY MEANS OF CENTRAL TENDENCY STATISTICS AND MEASUREMENT CONTRAST TESTS, WHICH THE SOFTWARE SPSS V.20.THE RESULTS CONFIRM THAT FUTURE MALE TEACHERS OBTAIN BETTER RESULTS IN DIGITAL COMPETENCE LEVELS THAN THEIR FEMALE COUNTERPARTS, MAINLY IN THE DIMENSIONS PEDAGOGICAL ASPECTS, TECHNICAL ASPECTS AND SOCIAL, ETHICAL AND LEGAL ASPECTS.

EN ESTE TRABAJO SE PRESENTAN LOS RESULTADOS PRELIMINARES DE UN ESTUDIO LLEVADO A CABO EN UNA INSTITUCIÓN DE EDUCACIÓN SUPERIOR CHILENA, CUYO PROPÓSITO ESTUVO ORIENTADO A ESTABLECER LA AUTOVALORACIÓN QUE POSEEN LAS ESTUDIANTES DE 2º Y 3º AÑO DE LA CARRERA DE PEDAGOGÍA EN EDUCACIÓN PARVULARIA SOBRE EL NIVEL DE LOGRO DE SU COMPETENCIA DIGITAL, DESDE UNA DIMENSIÓN PEDAGÓGICA DEL USO DE TIC. LA METODOLOGÍA UTILIZADA FUE CUANTITATIVA, CON UN DISEÑO DESCRIPTIVO. PARTICIPARON UN TOTAL DE 69 ESTUDIANTES DE SEGUNDO Y TERCER AÑO DE FORMACIÓN, A QUIENES SE LES APLICÓ LA ESCALA DE AUTOEVALUACIÓN DE COMPETENCIAS DIGITALES PARA ESTUDIANTES DE PEDAGOGÍA, EN SU DIMENSIÓN PEDAGÓGICA. LOS RESULTADOS EVIDENCIAN QUE LAS ESTUDIANTES EN GENERAL POSEEN UNA BUENA VALORACIÓN SOBRE SU DESEMPEÑO EN EL USO PEDAGÓGICO DE TIC, SALVO EN LO QUE RESPECTA A LA PRÁCTICA EVALUATIVA APOYADA POR TIC, PERO DICHA VALORACIÓN SE ENMARCA EN UN MODELO TRADICIONAL DE ENSEÑANZA.

THIS ARTICLE PRESENTS THE MAIN FINDINGS OF A STUDY THAT FOCUSED ON DETERMINING THE FACTORS THAT HAVE AN IMPACT ON THE ASSESSMENT OF STUDENTS OF PEDAGOGY ABOUT THEIR LEVEL OF COMPETENCE FOR THE PEDAGOGICAL USE OF INFORMATION AND COMMUNICATION TECHNIQUES (ICT). PERSONAL VARIABLES WERE CONSIDERED (AGE, SEX, ICT TRAINING, EDUCATIONAL LEVEL OF INITIAL TRAINING AND CONNECTIVITY) AND THEIR IMPACT ON THE LEVELS OF SELF-PERCEIVED DIGITAL COMPETENCE BY 175 STUDENTS BELONGING TO THE PEDAGOGY DEGREE OF A CHILEAN PUBLIC UNIVERSITY. AN AD HOC SCALE WAS USED FOR THE STUDY THAT ACHIEVED VERY GOOD PSYCHOMETRIC QUALITIES IN THE VALIDATION PROCESS. THE RESULTS SHOW THAT FUTURE TEACHERS FEEL THEY HAVE SOME KNOWLEDGE ABOUT THE USE OF ICT FROM A PEDAGOGICAL PERSPECTIVE, BUT WITHIN THE FRAMEWORK OF A TRADITIONAL APPROACH. THE PERSONAL VARIABLES THAT HAD AN IMPACT ON THIS ASSESSMENT WERE AGE, SEX, AND THE LEVEL OF INITIAL TEACHER TRAINING.

SE PRESENTAN RESULTADOS DE UN ESTUDIO QUE ESTUVO CENTRADO EN COMPRENDER LAS SIGNIFICACIONES CONSTRUIDAS POR DOCENTES EN FORMACIÓN DE LA CARRERA DE PEDAGOGÍA EN EDUCACIÓN BÁSICA SOBRE LOS PROCESOS REFLEXIVOS QUE LOGRAN DESARROLLAR EN EL PRÁCTICUM O PRÁCTICA PROFESIONAL. PARA SU DESARROLLO SE EMPLEÓ UNA METODOLOGÍA CUALITATIVA BAJO EL PARADIGMA INTERPRETATIVO-COMPRENSIVO Y LA FENOMENOLOGÍA HERMENÉUTICA COMO MÉTODO. PARTICIPARON OCHO PROFESORES EN FORMACIÓN, QUE REALIZARON ESTA ACTIVIDAD CURRICULAR EN EL PRIMER SEMESTRE DEL AÑO 2021, PERTENECIENTES A UNA UNIVERSIDAD PÚBLICA Y ESTATAL UBICADA EN LA ZONA CENTRO SUR DE CHILE, A QUIENES SE LES APLICÓ UNA ENTREVISTA SEMIESTRUCTURADA. EL ANÁLISIS DE LOS DATOS SE REALIZÓ BAJO UN PROCEDIMIENTO INDUCTIVO, A PARTIR DE LA CONDENSACIÓN DE SIGNIFICADOS DE BASE FENOMENOLÓGICA. LOS RESULTADOS PERMITEN EVIDENCIAR QUE EL FUTURO PROFESORADO RECONOCE INTUITIVAMENTE LA RELEVANCIA QUE POSEE LA REFLEXIÓN PARA EL MEJORAMIENTO DE LA LABOR PEDAGÓGICA, SIGNIFICÁNDOLA COMO UNA PRÁCTICA AUTOEVALUATIVA GENERADA POR MEDIO DE LA FORMULACIÓN DE PREGUNTAS QUE GIRAN SOBRE LA EFECTIVIDAD DE LA PLANIFICACIÓN Y ESTRATEGIAS METODOLÓGICAS. SE CONCLUYE QUE LAS ACCIONES REFLEXIVAS QUE LOGRAN IMPLEMENTAR ADOLECEN DE UN PROCESO DELIBERATIVO CENTRADO EN EL ANÁLISIS DE SU PRÁCTICA PEDAGÓGICA TENIENDO EN CONSIDERACIÓN MODELOS TEÓRICOS, SITUÁNDOSE EN SU GENERALIDAD DESDE UN ÁMBITO EXPERIENCIAL Y TÉCNICO.

THIS RESEARCH FOCUSES ON THE FORMATIVE CONTRIBUTIONS MADE BY TUTOR TEACHERS IN THE UNIVERSITY TO THE ACQUISITION OF PEDAGOGICAL KNOWLEDGE BASED ON THE REFLECTIVE PROCESSES THAT THEY MANAGE TO IMPLEMENT, FROM THE PERSPECTIVE OF FUTURE TEACHERS IN PROFESSIONAL PRACTICE OR A PRACTICUM. A QUALITATIVE METHOD WAS EMPLOYED. TWENTY PRACTITIONERS OF PEDAGOGY PROGRAMS WHO DEVELOPED A PRACTICUM IN THE YEAR 2020 OR 2021 TOOK PART IN THIS PROCESS, MATRICULATED AT THREE UNIVERSITIES FOUND IN THE BIOBÍO AND ÑUBLE REGIONS IN THE CENTRAL?SOUTH ZONES OF CHILE. A SEMI-STRUCTURED INTERVIEW WAS USED AS A TECHNIQUE AND THE ANALYSIS WAS CARRIED OUT THROUGH CATEGORIES OF MEANING WITH A PHENOMENOLOGICAL BASIS, WHOSE TOPICS WERE THE FOLLOWING: (1) APPRECIATION OF THE SUPPORT OF THE TUTOR TEACHER, (2) STRATEGIES AND RESOURCES USED TO PROMOTE REFLECTION, (3) REFLECTIVE ACTIONS LINKING THEORY AND PRACTICE, AND (4) TYPES OF KNOWLEDGE OBTAINED FROM THE REFLECTIVE PROCESSES IMPLEMENTED. AMONG THE RESULTS, WHAT STANDS OUT IS THAT FUTURE TEACHERS LEGITIMIZE THE GUIDANCE PROVIDED BY THE TUTOR AND VALUE THE GENERATION OF REFLECTIVE PROCESSES, BUT THESE ARE SITUATED IN AN EXPERIENTIAL AND EMOTIONAL DIMENSION, STRESSING THE FORMATION OF PEDAGOGICAL KNOWLEDGE. IN CONCLUSION, THERE IS A NEED TO REDEFINE TUTORIAL ACTION AND PROMOTE ITS PROFESSIONALIZATION.