DOI:
https://doi.org/10.14483/23464712.22023Publicado:
2025-09-12A proposal to integrate teacher digital competencies and professional knowledge associated with PCK and TPACK
Una propuesta para integrar las competencias digitales docentes y los conocimientos profesionales asociados a PCK y TPACK
Uma proposta para integrar competências digitais docentes e conhecimentos profissionais associados ao PCK e TPACK
Palabras clave:
Teacher Digital Competence, Pedagogical Content Knowledge, Pedagogical and Technological Content Knowledge, Teacher training (en).Palabras clave:
Competência Digital Docente, Conhecimento Pedagógico do Conteúdo, Conhecimento Pedagógico e Tecnológico do Conteúdo, Formação de professores. (pt).Palabras clave:
Competencia Digital Docente, Conocimiento Didáctico del Contenido, Conocimiento Didáctico y Tecnológico del Contenido, Formación de profesores (es).Descargas
Resumen (en)
Teacher training for the use of technological resources has been widely researched in educational studies. Situated in the context of such investigations, research on digital competences in education has also gained prominence in the last decade. Considering the breadth of work conducted in these areas and the need for integration between the different theoretical-practical domains that permeate this field of study, the main objective of this research is to develop a theoretical framework to bridge the references of teaching and digital competency within Teaching Professional Knowledge. Methodologically, a systematic literature analysis was conducted, beginning with an initial bibliometric analysis using VOSviewer software tool, followed by the categorization of a selected corpus of works. Subsequently, an analysis of the relationships between the teaching of digital competences and the knowledge domains related to the references of Pedagogical Content Knowledge and Pedagogical and Technological Content Knowledge was carried out. The systematic review allowed us to infer that prevailing trends in research on the teaching of digital competency are related to the assessment of competences in different groups of teachers, to the proposal of training actions, and to theoretical studies. It was evident that the theoretical framework known as DigCompEdu serves as a foundation for various research endeavors. Relations between the domains of teaching professional knowledge and digital competences were identified, and based on this identification, a theoretical framework is discussed and proposed to consider the possibility of articulating actions for the development of teaching digital competences in the context of teacher training oriented towards Pedagogical and Technological Content Knowledge.
Resumen (es)
La formación del profesorado en el empleo de recursos tecnológicos ha sido objeto de extensa investigación en el ámbito de la educación reciente. En el contexto de estas investigaciones, se ha observado un creciente enfoque en las competencias digitales para la educación durante la última década. Dado el amplio espectro de investigaciones desarrolladas en estas áreas y la necesidad de establecer conexiones entre los diversos dominios teórico-prácticos que atraviesan este campo de estudio, nuestro objetivo primordial en esta investigación es la formulación de un marco teórico con la finalidad de integrar los elementos fundamentales de la pedagogía y la competencia digital dentro del conocimiento profesional docente. Desde una perspectiva metodológica, se llevó a cabo un análisis sistemático de la literatura, comenzando con un análisis bibliométrico inicial mediante el empleo del software VOSviewer, seguido por la categorización de un conjunto selecto de obras. Posteriormente, se procedió a examinar las relaciones existentes entre la enseñanza de las competencias digitales y los dominios de conocimiento vinculados a los referentes del Conocimiento Didáctico del Contenido y el Conocimiento Didáctico y Tecnológico del Contenido. El análisis sistemático realizado permitió deducir que las tendencias predominantes en las investigaciones sobre la enseñanza de la competencia digital se centran en la evaluación de las habilidades en diversos grupos de docentes, la propuesta de estrategias formativas y los estudios teóricos. Se destaca que el marco teórico denominado DigCompEdu constituye una base sólida para numerosas investigaciones en esta área. A través de la identificación de similitudes entre los dominios relacionados con la enseñanza de los conocimientos profesionales y las habilidades digitales, se plantea la posibilidad de concebir un marco teórico que permita la articulación de acciones destinadas al desarrollo de la enseñanza de las habilidades digitales en el contexto de la formación orientada al Conocimiento Didáctico y Tecnológico del Contenido.
Resumen (pt)
A formação de professores para o uso de recursos tecnológicos tem sido amplamente investigada nas pesquisas educacionais recentes. No contexto dessas investigações, as pesquisas sobre as competências digitais para educação também têm ganhado foco nos últimos dez anos. Considerando a amplitude de trabalhos desenvolvidos nessas áreas e a necessidade de articulação entre os diferentes domínios teórico-práticos que permeiam este campo de estudos, o objetivo principal desta pesquisa é o desenvolvimento de um quadro teórico com a intenção de aproximar os referenciais de competência digital docente e dos conhecimentos profissionais docentes. Metodologicamente, procedeu-se com uma análise sistemática da literatura que partiu de uma análise bibliométrica inicial utilizando-se o software VOSviewer, seguida da categorização de um corpus de trabalhos selecionados. Posteriormente, realizou-se a análise das relações entre as competências digitais docentes e os domínios de conhecimento vinculados aos referenciais do Conhecimento Pedagógico do Conteúdo e do Conhecimento Pedagógico e Tecnológico do Conteúdo. A revisão sistemática permitiu inferir que as tendências nas pesquisas sobre competência digital docente estão relacionadas ao diagnóstico de competências em diferentes grupos de professores, à proposição de ações formativas, e a estudos teóricos. Evidenciou-se que o marco teórico DigCompEdu apresenta-se como base para as diferentes pesquisas realizadas. Foi possível identificar aproximações entre os domínios de conhecimento profissional docente e as competências digitais, e com esta identificação discute-se e propõe-se um quadro teórico no sentido de considerar a possibilidade de se articularem ações para o desenvolvimento das competências digitais docentes na formação para o desenvolvimento de Conhecimento Pedagógico e Tecnológico do Conteúdo.
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