Implementación de los entornos personales de aprendizaje (PLE) para el desarrollo profesional de los docentes de una institución educativa privada de Lima
Date
2023-06-20
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Publisher
Pontificia Universidad Católica del Perú
Abstract
La presente propuesta se basa en un programa de formación continua con el
enfoque de los Entornos Personales de Aprendizaje (PLE, en sus siglas en
inglés) para el desarrollo profesional docente respecto a su competencia digital,
dentro de una escuela privada de Lima.
El problema del limitado desarrollo de las competencias digitales de los docentes
surge debido a diversas causas, entre ellas la ausencia de espacios
colaborativos de aprendizaje. Por ello, el objetivo de la propuesta es implementar
los PLE como enfoque pedagógico en el desarrollo profesional continuo de los
docentes del nivel primaria de esta institución.
La propuesta busca identificar la red personal de aprendizaje, herramientas,
actividades y mecanismos que configuran el PLE de los docentes. Luego,
diseñar un entorno formativo que les permita configurar su PLE e implementarlo.
Por ende, se considera la estructuración de contenidos y estrategias en un
entorno formativo que permita el desarrollo de su competencia digital.
Con una experiencia piloto se buscó validar el diseño de esta propuesta, a través
de la capacitación, monitoreo y evaluación permanente usando instrumentos
como el pretest y postest para conocer el impacto del programa; y encuestas
para el recojo de las percepciones de los participantes.
Los resultados obtenidos permitieron determinar el impacto positivo del enfoque
PLE en el desarrollo profesional docente, así como el aporte significativo de un
entorno formativo sincrónico y asincrónico en el desarrollo de la competencia
digital docente.
This proposal is based on a continuous training program with the Personal Learning Environments (PLE) approach for teacher professional development regarding their digital competence, within a private school in Lima. The problem of the limited development of teachers' digital skills arises due to various causes, including the absence of collaborative learning spaces. Therefore, the objective of the proposal is to implement the PLE as a pedagogical approach in the continuous professional development of teachers at the primary level of this institution. The proposal seeks to identify the personal learning network, tools, activities and mechanisms that make up the PLE of teachers. Then, design a training environment that allows them to configure their PLE and implement it. Therefore, the structuring of content and strategies in a training environment that allows the development of their digital competence is considered. With a pilot experience, it was sought to validate the design of this proposal, through training, monitoring and permanent evaluation using instruments such as pretest and posttest to know the impact of the program; and surveys to collect the perceptions of the participants. The results obtained allowed us to determine the positive impact of the PLE approach on teacher professional development, as well as the significant contribution of a synchronous and asynchronous training environment in the development of teacher digital competence.
This proposal is based on a continuous training program with the Personal Learning Environments (PLE) approach for teacher professional development regarding their digital competence, within a private school in Lima. The problem of the limited development of teachers' digital skills arises due to various causes, including the absence of collaborative learning spaces. Therefore, the objective of the proposal is to implement the PLE as a pedagogical approach in the continuous professional development of teachers at the primary level of this institution. The proposal seeks to identify the personal learning network, tools, activities and mechanisms that make up the PLE of teachers. Then, design a training environment that allows them to configure their PLE and implement it. Therefore, the structuring of content and strategies in a training environment that allows the development of their digital competence is considered. With a pilot experience, it was sought to validate the design of this proposal, through training, monitoring and permanent evaluation using instruments such as pretest and posttest to know the impact of the program; and surveys to collect the perceptions of the participants. The results obtained allowed us to determine the positive impact of the PLE approach on teacher professional development, as well as the significant contribution of a synchronous and asynchronous training environment in the development of teacher digital competence.
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Keywords
Aprendizaje (Educación), Tecnología educativa, Formación profesional de maestros
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