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Title: Desarrollo profesional de maestros de primaria desde la óptica de las ecologías de aprendizaje: nuevas formas de actualizarse en tiempos inciertos
Other Titles: Primary school teachers' professional development through the learning ecologies lens: new ways for keeping up to date in uncertain times
Author: Sangrà Morer, Albert
Raffaghelli, Juliana Elisa
González Sanmamed, Mercedes
Muñoz Carril, Pablo César
Others: Universitat Oberta de Catalunya (UOC)
Keywords: learning ecologies
teachers' professional development
primary teachers
informal learning
Issue Date: 31-Jul-2021
Publisher: Publicaciones de la Facultad de Educación y Humanidades del Campus de Melilla
Citation: Sangrá Morer A., Raffaghelli J. E., González Sanmamed M., & Muñoz Carril P. C. (2021). Desarrollo profesional de maestros de primaria desde la óptica de las ecologías de aprendizaje: nuevas formas de actualizarse en tiempos inciertos. PUBLICACIONES, 51(3), 21-70.
Published in: 51;3
Abstract: Learning is evolving, just as the world and society are. In this context, teachers are also experiencing new ways for updating their professional development. The metamorphosis of learning is currently being pushed by four main catalysts: the connectivity of networks, the empowerment of the students, the overcoming of space and time barriers, and the assumption of the existence of silent, unnoticed learning. But these uncertain times have added a new, recent catalyst for change in learning and education: the COVID-19 pandemic. In the framework of the ECO4LEARN research project, a study was designed and carried out to check to what extent the learning ecologies approach could provide information on how primary school teachers organise their learning and how they make decisions about it. A survey was sent to the entire population of primary school teachers in Catalonia, getting 1,253 answers. The calculated margin of error was ±3.14%. Data analysis was conducted along three steps: a) Descriptive statistics; b) Principal Component Analysis (PCA); and c) Multiple Regression. Results show that the learning ecologies approach proves to be useful for analysing the actual means teachers use for their professional development and updating. Although some teachers are more advanced, practices do not respond to what could be expected regarding the use of less formal training for teachers and its mediation through the use of technologies. Regarding the sample analysed, the digital dimension of teacher professional development practices is still in its inception. Some recommendations are provided.
Language: Spanish
ISSN: 1577-4147MIAR
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