Version 1
: Received: 29 August 2021 / Approved: 30 August 2021 / Online: 30 August 2021 (12:14:56 CEST)
How to cite:
Pinto-Santos, .R.; George-Reyes, C.E.; Cortés-Peña, O.F. Challenges in Training and Educational Innovation: An Evaluative Perspective of the Digital Teaching Competence in the Context of a Pandemic. Preprints2021, 2021080544. https://doi.org/10.20944/preprints202108.0544.v1
Pinto-Santos, .R.; George-Reyes, C.E.; Cortés-Peña, O.F. Challenges in Training and Educational Innovation: An Evaluative Perspective of the Digital Teaching Competence in the Context of a Pandemic. Preprints 2021, 2021080544. https://doi.org/10.20944/preprints202108.0544.v1
Pinto-Santos, .R.; George-Reyes, C.E.; Cortés-Peña, O.F. Challenges in Training and Educational Innovation: An Evaluative Perspective of the Digital Teaching Competence in the Context of a Pandemic. Preprints2021, 2021080544. https://doi.org/10.20944/preprints202108.0544.v1
APA Style
Pinto-Santos, .R., George-Reyes, C.E., & Cortés-Peña, O.F. (2021). Challenges in Training and Educational Innovation: An Evaluative Perspective of the Digital Teaching Competence in the Context of a Pandemic. Preprints. https://doi.org/10.20944/preprints202108.0544.v1
Chicago/Turabian Style
Pinto-Santos, .R., Carlos Enrique George-Reyes and Omar Fernando Cortés-Peña. 2021 "Challenges in Training and Educational Innovation: An Evaluative Perspective of the Digital Teaching Competence in the Context of a Pandemic" Preprints. https://doi.org/10.20944/preprints202108.0544.v1
Abstract
This article analyzes the assessment of the four development levels of the Digital Teaching Competence (DTC) to recognize the needs and formulation of challenges in training and educational innovation required in the pedagogical practices of university professors under the current context of the Covid-19 pandemic. The study used an empirical-analytical methodology with a non-experimental, transactional, descriptive design. The sample design was probabilistic, estimated with 95% confidence and 5% error among 252 teachers from various faculties of the University of La Guajira. The selected instrument corresponded to the rubric's application to evaluate the university professor's digital teaching competence in Latin America. Among the study's significant results, we highlight that the rubric presented a high Cronbach's alpha reliability (α: 0.947). In the general assessment of DTC development, it was estimated that 78.2% of teachers are in the first two levels of DTC development assessment (Beginning and Middle). The evaluation rubric allows identifying challenges and opportunities that teacher training must address to advance the professional development of professors.
Copyright:
This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
