Desarrollo competencial digital y didáctico docente universitario en contextos de emergencia sanitaria en el Perú: resultados del programa formativo de capacitación docente en universidades públicas

  1. Mary Morocho Quezada 1
  2. Carme Hernández-Escolano 2
  3. David Carabantes Alarcón 3
  4. Ivory Mogollón de Lugo 4
  5. Blanca Bernabé García
  6. Yuma Inzolia Berardi
  1. 1 Universidad Técnica Particular de Loja
    info

    Universidad Técnica Particular de Loja

    Loja, Ecuador

    ROR https://ror.org/04dvbth24

  2. 2 Universitat Ramon Llull
    info

    Universitat Ramon Llull

    Barcelona, España

    ROR https://ror.org/04p9k2z50

  3. 3 Universidad Complutense de Madrid
    info

    Universidad Complutense de Madrid

    Madrid, España

    ROR 02p0gd045

  4. 4 Universidad Central de Venezuela
    info

    Universidad Central de Venezuela

    Caracas, Venezuela

    ROR https://ror.org/05kacnm89

Erakutsi afiliazioak +
Liburua:
Tecnología educativa para los retos de la era digital
  1. Carme Grimalt-Álvaro (coord.)
  2. Luis Marqués-Molías (coord.)
  3. Ramon Palau (coord.)
  4. Josep Holgado (coord.)
  5. Cristina Valls (coord.)
  6. Carme Hernández-Escolano (coord.)

Argitaletxea: Octaedro

ISBN: 9788419023889

Argitalpen urtea: 2022

Orrialdeak: 55-67

Mota: Liburuko kapitulua

DIALNET GOOGLE SCHOLAR lock_openSarbide irekia editor

Laburpena

The Program Teaching Competences Development for Contexts of Learning toDistance was designed, developed and evaluated by Unesco-IESALC for 13public universities from Peru, in agreement with the MINEDU, to guaranteethe continuity of the Higher Education in a context of sanitary emergencyCOVID-19.It was carried out two itineraries of qualification in digital and didacticteaching competencies at University, one of generic character, and anotherwith pedagogical technical assistance headed to a group reduced of University’s Teachers, and oriented to create ‘model courses’ and transfer learning inthe design of virtual courses.The program posed around the digital and didactic teaching competences,with a previous self-assessment like starting point, a formative itinerary distributed in six formative modules with a process of pedagogical advice, theapproach of seminars and transversal resources and the incorporation ofcourses on-line in the institutional repository like example of best practices.They present his results and his culmination in terms of indicators of autopercepción in educational digital competition pre and post and number ofsubjects adapted. It is displayed here the importance of the itinerary and its high impact inthe educational digital transformation from authentic and contextual projects«learn to teach».

Datuen iturria: Dialnet