Desarrollo Profesional Docente apoyado por cursos en línea masivos y abiertos: una revisión sistemática
DOI:
https://doi.org/10.60020/1853-6530.v15.n28.47945Palavras-chave:
desarrollo profesional docente; aprendizaje en línea; tecnología educacional; educación a distancia; enseñanza asistida por ordenadorResumo
Este artículo presenta una revisión sistemática de artículos científicos para identificar determinantes de calidad en iniciativas de Desarrollo Profesional Docente (DPD) basadas en cursos en línea masivos y abiertos (MOOC). Con dichas palabras clave (DPD y MOOC) se obtuvieron estudios publicados entre 2015 y 2020 en la base de datos Scopus. De un total de 80 artículos se han analizado en profundidad 19 estudios empíricos que concretamente analizan intervenciones para el DPD basadas en MOOC. De manera inductiva se codificaron rasgos recurrentes en intervenciones exitosas: 1) duración, que va de tres meses a tres años; 2) objetivos, basados en las necesidades y circunstancias de los docentes; 3) concepción del aprendizaje, con el uso de prácticas y nociones constructivistas y socioculturales; 4) reconocimiento de la identidad personal y social de los docentes, y 5) certificación oficial. Estos hallazgos se proponen como criterios fundamentales para el diseño, implementación y evaluación de MOOC para el DPD.
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