Bibliographic citations
Osorio, M., Martínez, M. (2022). Percepciones de docentes y estudiantes sobre su competencia digital docente de acuerdo al modelo TPACK en una educación a distancia en el VII ciclo de pregrado de la facultad de educación en una universidad privada [Tesis, Universidad Peruana de Ciencias Aplicadas (UPC)]. http://hdl.handle.net/10757/660446
Osorio, M., Martínez, M. Percepciones de docentes y estudiantes sobre su competencia digital docente de acuerdo al modelo TPACK en una educación a distancia en el VII ciclo de pregrado de la facultad de educación en una universidad privada [Tesis]. PE: Universidad Peruana de Ciencias Aplicadas (UPC); 2022. http://hdl.handle.net/10757/660446
@mastersthesis{sunedu/3175298,
title = "Percepciones de docentes y estudiantes sobre su competencia digital docente de acuerdo al modelo TPACK en una educación a distancia en el VII ciclo de pregrado de la facultad de educación en una universidad privada",
author = "Martínez Santos, María Elena Josefina Del Rosario",
publisher = "Universidad Peruana de Ciencias Aplicadas (UPC)",
year = "2022"
}
Distance education in the current context (COVID-19), has gained importance in teachers to be able to distinguish digital competences, development and interaction with pedagogy and knowledge. This article aims to analyze the different perceptions of teachers and students of the faculty of education on their teaching competence in accordance with the TPACK model in the distance education modality. The methodology is a phenomenological design and it was proposed to carry out a qualitative route, referring to obtaining perceptions of teachers and students of cycle VII of the faculty of education through data that were collected through interviews with specialists and questionnaires with teachers and students of the Education and Learning Management career of a private university. The results reveal that they are presented as a challenge to the TPACK model in the modality of distance education, because they must adapt to it and it implies reinforcing the accompaniment to the students. In addition, some are unaware of the model or perceive it as a guide to reflect on their digital teaching competence, within the teaching-learning process with the use of ICT allowing them to make better decisions in the exercise of their work. Finally, teachers and students recognize that digital skills and the TPACK model must be part of their teacher training.
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