Prácticas Educativas Abiertas desde la perspectiva de educadores abiertos: Aportaciones a la formación del profesorado
DOI:
https://doi.org/10.21556/edutec.2023.85.2853Palabras clave:
prácticas educativas abiertas, formación del profesorado, recursos educativos abiertos, educación abiertaResumen
La incorporación de los principios de las Prácticas Educativas Abiertas (PEA) en la formación del profesorado puede ayudar a preparar a los futuros profesionales para los retos de su trabajo diario, ya que los currículos y las prácticas educativas están cada vez más influidas por los principios de la cultura digital. Como concepto que aún se está consolidando, las PEA pueden asumir diferentes significados. Este estudio, realizado con profesores de enseñanza básica (ISCED 1-3) y superior, tuvo como objetivo identificar (1) las características inherentes al PEA; (2) los elementos de la identidad del "educador abierto" y su relación con las PEA; y (3) la perspectiva sobre las PEA presentada por los participantes. El método de investigación consistió en una combinación de entrevistas semiestructuradas y análisis de documentos. Los resultados indicaron que las percepciones de los participantes se alineaban con una perspectiva que se identifica en la literatura como PEA "expansiva", y que el PEA es un proceso evolutivo en múltiples dimensiones. A partir del análisis, se elaboró un marco para asesorar a profesorado y educadores en la reflexión y evaluación de sus prácticas, así como en la promoción del desarrollo profesional en el contexto del PEA.
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