Análisis de las competencias TIC de docentes noveles de inglés en educación primaria. ICT-Based Competences analysis of novice english teachers in Primary Education. doi 10.20420/GUIN.2014.0059
doi 10.20420/GUIN.2014.0059
Keywords:
TIC, Educación Primaria, Enseñanza del inglés, competencias, ICT, Primary School, English teaching, competencesAbstract
-No cabe duda de que el fenómeno de las Tecnologías de la Información y la Comunicación (TIC) ha revolucionado todos los sectores de la sociedad en las últimas décadas. Como no podía ser de otro modo, el sistema educativo tampoco ha tardado en incorporarlas a su ámbito de estudio, abarcando todas las áreas educativas y en todos sus niveles.
En este trabajo se presenta un estudio de las competencias TIC de los maestros noveles de inglés, es decir, los que finalizaron sus estudios el año anterior al de su incorporación como docentes, con especial incidencia en las competencias TIC para la enseñanza de esta disciplina. Para ello, se ha elaborado un cuestionario que recoge información tanto instrumental (competencias TIC), didáctica (uso que estos maestros hacen de las TIC para la enseñanza del inglés) como contextual (infraestructura de los centros y condiciones para el uso de las TIC). Los resultados reflejan que los profesores noveles están preparados para hacer frente a los principios establecidos en el currículo para usar las TIC en el área de inglés en primaria, a pesar de reclamar más formación al respecto.
-Information and Communication Technologies (ICT) are easily found in all sectors of the society nowadays. The educational system has also focused its attention on it and that is the reason why they are present in every school area and stage.
In this work a study of the ICT competences is shown, in particular ICT competences for novice English teachers who finished their degrees as English primary teachers just one year before starting to work at schools. For this purpose, a questionnaire has been designed with information about instrumental (ICT competences), pedagogical (use by novice English teachers) and contextual aspects (infrastructure of schools and conditions for the use of ICT in the classroom). The outcomes show that the novice teachers are qualified for carrying out the principles stated in the Official Curriculum for Primary Education regarding the use of ICT in English teaching, in spite of needing more specific education.
DOI 10.20420/GUIN.2014.0059
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