The Construction of the Teacher’s Digital Identity in the Context of Technological Disruption
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| 作者: | |
|---|---|
| 格式: | artículo original |
| 狀態: | Versión publicada |
| Fecha de Publicación: | 2024 |
| 實物特徵: | Technological disruption is transforming worldviews, facilitating access to knowledge, modifying social interactions, and reconfiguring identities. In the education sector, schools and teachers are adapting and will continue to evolve to prepare new generations of students adequately. This essay focuses on analyzing the factors that impact the construction of digital teacher identity, using Fred Korthagen’s onion model as a starting point. Challenges such as changing teacher roles, continuing education, the development of digital educational communities, and the need for more reflective practice in initial training are discussed. It is concluded that the construction of a digital teaching identity implies generating transformations through the integration of digital technologies in the classroom, balancing pedagogical and technological components to create radically new learning environments. |
| País: | Portal de Revistas UNA |
| 機構: | Universidad Nacional de Costa Rica |
| Repositorio: | Portal de Revistas UNA |
| 語言: | Español Inglés |
| OAI Identifier: | oai:ojs.www.una.ac.cr:article/20262 |
| 在線閱讀: | https://www.revistas.una.ac.cr/index.php/ensayospedagogicos/article/view/20262 |
| Palabra clave: | initial training teacher teacher's digital identity technological disruption docente disrupción tecnológica formación inicial identidad docente |