Curriculum design proposal for secondary school teachers based on epistemological beliefs and self-perception of digital competencies
Main Article Content
Keywords
Digital competence, Epistemological beliefs, Secondary school teacher education, Curriculum design
Abstract
Training in digital competencies (DC) is essential for the teaching profession. The effectiveness of these competencies depends on both the technical needs and the subjective certainties of teachers about knowledge and learning, linked to training in this specific field. The research aimed to design a CD training curriculum proposal for secondary school teachers in Zipaquirá, Colombia, from an in-depth analysis of the selfperception of the level of digital competence and the epistemological beliefs of teachers, the two categories analyzed in this study. A qualitative, non-experimental, cross-sectional, descriptive, descriptive, feasible project type study was carried out with a hermeneutic-interpretative approach. The methodological triangulation, which was based on the codification of the two categories, involved techniques with validated questionnaires and semi-structured guides. The findings allowed the design of a relevant, innovative, contextualized and original proposal, structured in five modules involving the areas of DigCompEdu, Open Educational Resources (OER) and generative artificial intelligence (GenAI) understood as a transversal factor of support for the development of CDs. It consists of 13 critical dimensions selected among 28, for their training priority, and specific guidelines for the six components of the curriculum design model chosen for the study. The proposal and its methodological design guarantee contextual relevance, and favor reflective practices that strengthen transcendence by acquiring competencies from the cognitive, praxical and valuational aspects. However, it requires solid institutional and governmental strategies to face structural challenges and ensure its sustainability and real impact.
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