What do we know about 21st Century Skills, Technologies and Initial Teachers Training? A Scoping Literature Review

Alexandra Loução; Ana Pedro

doi:10.55777/rea.v16i31.5405

Autores/as

Alexandra Loução UIDEF - Unidade de Investigação e Desenvolvimento em Educação e Formação da Universidade de Lisboa, Portugal https://orcid.org/0000-0003-3593-7576
Ana Pedro Instituto de Educação da Universidade de Lisboa, Portugal https://orcid.org/0000-0001-7434-0321

DOI:

https://doi.org/10.55777/rea.v16i31.5405

Palabras clave:

Competencias del Siglo XXI, Tecnologías, Formación inicial del profesorado, Revisión bibliográfica

Resumen

Las competencias del siglo XXI y las tecnologías digitales han cobrado relevancia en las ciencias de la educación, con un mayor énfasis en la educación escolar, pero también en la formación del profesorado. Varios estudios destacan su relevancia para la formación inicial del profesorado, pero también algunas vulnerabilidades. Este estudio pretende identificar las principales tendencias de la investigación entre 2000 y 2020 sobre el desarrollo de competencias y la integración de las tecnologías digitales en la formación inicial del profesorado. Se ha llevado a cabo una Revisión de la Literatura en cinco etapas, basada en la selección de documentos y el trazado de datos para examinar el alcance y la naturaleza de los estudios más relevantes. Esta metodología da como resultado 998 referencias que integran las tres dimensiones analizadas, siendo la dimensión de competencias la más destacada con un 39,67% de las referencias, seguida de la Formación Inicial Docente con un 31,40% y la tecnología con un 28,94%. Los resultados revelan cuáles son las necesidades actuales de los profesores de enseñanza primaria en cuanto al desarrollo de competencias, las fortalezas y vulnerabilidades de la formación inicial de los profesores.

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Biografía del autor/a

Alexandra Loução, UIDEF - Unidade de Investigação e Desenvolvimento em Educação e Formação da Universidade de Lisboa, Portugal

Máster en Educación y Enseñanza de Ciencias y Matemáticas por el Instituto Politécnico de Lisboa, Escuela de Educación de Lisboa; Doctoranda en Educación (TIC en Educación) por la Universidad de Lisboa, Instituto de Educación; Becaria FCT en el ámbito del doctorado (2020.04958.BD); Coautora de uno de los capítulos del e-Book "Eco-sensors4Health - Supporting children in creating eco-healthy schools" (proyecto financiado por FCT); Ha participado en diferentes eventos relacionados con el área de investigación, con algunas publicaciones científicas: V Encontro Nacional de Jovens Investigadores em Educação (online), Portugal, 16 y 17 de abril de 2021 (con publicación); XI Fórum de Jovens Investigadores (online), Portugal, 2 de julio de 2021 (sin publicación); XXIX Colóquio AFIRSE: A Educação e os desafios da Sociedade Contemporânea, Portugal (Lisboa), febrero de 2022 (con publicación); 17th annual International Technology, Education and Development Conference, Valencia (España), 6, 7 y 8 de marzo de 2023 (con publicación).

Ana Pedro, Instituto de Educação da Universidade de Lisboa, Portugal

Doctora en Educación (TIC en Educación) por el Instituto de Educación de la Universidad de Lisboa; Máster en Psicología, Especialización en Psicología de la Educación, por el ISPA. Profesora en el Instituto de Educación de la Universidad de Lisboa, impartiendo unidades curriculares en el Doctorado en Educación, en el Máster en Educación y en el Postgrado en Tecnologías y Metodologías de la Programación en la Educación Básica. También es coordinadora del Centro de Competência em Tecnologias e Inovação. Miembro del Grupo de Investigación UIDEF (Instituto de Educación de la Universidad de Lisboa), con las siguientes áreas de investigación: Profesores; Desarrollo Profesional y Profesores; Competencias TIC; Profesores Habilidades Siglo XXI; Aprendizaje Digital, Espacios de Aprendizaje y Technology Enhanced Learning. Como investigadora ha sido miembro de varios proyectos nacionales e internacionales.

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